modules.csv Profiling Report

Dataset statistics

Number of variables	90
Number of observations	5359
Missing cells	37661
Missing cells (%)	7.8%
Duplicate rows	0
Duplicate rows (%)	0.0%
Total size in memory	3.0 MiB
Average record size in memory	587.0 B

Variable types

Categorical	28
Numeric	8
Boolean	53
Unsupported	1

Alerts

`IsFtlcApproved` has constant value ""	Constant
`IsBosApproved` has constant value ""	Constant
`CriticalThinking` has constant value ""	Constant
`DataSynthesis` has constant value ""	Constant
`ActiveLearning` has constant value ""	Constant
`Numeracy` has constant value ""	Constant
`Literacy` has constant value ""	Constant
`SelfAwarenessAndReflection` has constant value ""	Constant
`InnovationAndCreativity` has constant value ""	Constant
`Initiative` has constant value ""	Constant
`Independence` has constant value ""	Constant
`Adaptability` has constant value ""	Constant
`ProblemSolving` has constant value ""	Constant
`Budgeting` has constant value ""	Constant
`Oral` has constant value ""	Constant
`ForeignLanguages` has constant value ""	Constant
`Interpersonal` has constant value ""	Constant
`WrittenOther` has constant value ""	Constant
`Collaboration` has constant value ""	Constant
`RelationshipBuilding` has constant value ""	Constant
`Leadership` has constant value ""	Constant
`Negotiation` has constant value ""	Constant
`PeerAssessmentReview` has constant value ""	Constant
`OccupationalAwareness` has constant value ""	Constant
`MarketAwareness` has constant value ""	Constant
`GovernanceAwareness` has constant value ""	Constant
`FinancialAwareness` has constant value ""	Constant
`BusinessPlanning` has constant value ""	Constant
`EthicalAwareness` has constant value ""	Constant
`SocialCulturalGlobalAwareness` has constant value ""	Constant
`LegalAwareness` has constant value ""	Constant
`SourceMaterials` has constant value ""	Constant
`SynthesiseAndPresentMaterials` has constant value ""	Constant
`UseOfComputerApplications` has constant value ""	Constant
`GoalSettingAndActionPlanning` has constant value ""	Constant
`DecisionMaking` has constant value ""	Constant
`AcademicYear` has constant value ""	Constant
`AcademicYearId` has constant value ""	Constant
`IsThemedAgeing` has constant value ""	Constant
`IsThemedSocialRenewal` has constant value ""	Constant
`IsThemedSustainability` has constant value ""	Constant
`ModuleCode` has a high cardinality: 5359 distinct values	High cardinality
`Title` has a high cardinality: 4522 distinct values	High cardinality
`ShortTitle` has a high cardinality: 4391 distinct values	High cardinality
`DateFtlcApproved` has a high cardinality: 194 distinct values	High cardinality
`DateBosApproved` has a high cardinality: 261 distinct values	High cardinality
`DateSapUploaded` has a high cardinality: 505 distinct values	High cardinality
`PreRequisiteComment` has a high cardinality: 1008 distinct values	High cardinality
`CoRequisiteComment` has a high cardinality: 254 distinct values	High cardinality
`Aims` has a high cardinality: 4570 distinct values	High cardinality
`OutlineOfSyllabus` has a high cardinality: 4498 distinct values	High cardinality
`IntendedKnowledgeOutcomes` has a high cardinality: 4371 distinct values	High cardinality
`IntendedSkillOutcomes` has a high cardinality: 4346 distinct values	High cardinality
`TeachingRationaleAndRelationship` has a high cardinality: 4098 distinct values	High cardinality
`AssessmentRationaleAndRelationship` has a high cardinality: 4286 distinct values	High cardinality
`ExemptFromAssessmentDate` has a high cardinality: 67 distinct values	High cardinality
`ExemptFromAssessmentComment` has a high cardinality: 226 distinct values	High cardinality
`GeneralNotes` has a high cardinality: 289 distinct values	High cardinality
`Timestamp` has a high cardinality: 68 distinct values	High cardinality
`SapObjectId` is highly overall correlated with `Module_Id` and 2 other fields	High correlation
`Semester1CreditValue` is highly overall correlated with `Semester1Offered` and 1 other fields	High correlation
`Semester2CreditValue` is highly overall correlated with `Semester1Offered` and 2 other fields	High correlation
`Semester3CreditValue` is highly overall correlated with `Semester3Offered` and 1 other fields	High correlation
`EctsCreditValue` is highly overall correlated with `Semester3Offered`	High correlation
`Module_Id` is highly overall correlated with `SapObjectId` and 4 other fields	High correlation
`IsNew` is highly overall correlated with `Module_Id` and 3 other fields	High correlation
`IsDummy` is highly overall correlated with `ExemptFromAssessmentDate` and 1 other fields	High correlation
`Semester1Offered` is highly overall correlated with `Semester1CreditValue` and 1 other fields	High correlation
`Semester2Offered` is highly overall correlated with `Semester1CreditValue` and 1 other fields	High correlation
`Semester3Offered` is highly overall correlated with `Semester3CreditValue` and 1 other fields	High correlation
`Mode` is highly overall correlated with `ExemptFromAssessmentDate` and 1 other fields	High correlation
`Delivery` is highly overall correlated with `ExemptFromAssessmentDate`	High correlation
`StandAloneAvailability` is highly overall correlated with `ExemptFromAssessmentDate`	High correlation
`IsUploadedToSap` is highly overall correlated with `SapObjectId` and 1 other fields	High correlation
`GraduateSkillsFrameworkApplicable` is highly overall correlated with `Module_Id` and 3 other fields	High correlation
`ExemptFromAssessment` is highly overall correlated with `ExemptFromAssessmentDate` and 1 other fields	High correlation
`ExemptFromAssessmentDate` is highly overall correlated with `SapObjectId` and 15 other fields	High correlation
`IsHepatitisAImmunisationOffered` is highly overall correlated with `IsHepatitisBImmunisationOffered` and 3 other fields	High correlation
`IsHepatitisBImmunisationOffered` is highly overall correlated with `IsHepatitisAImmunisationOffered` and 3 other fields	High correlation
`IsTetanusImmunisationOffered` is highly overall correlated with `ExemptFromAssessmentDate` and 3 other fields	High correlation
`SchoolCode` is highly overall correlated with `IsDummy` and 8 other fields	High correlation
`Timestamp` is highly overall correlated with `Module_Id` and 6 other fields	High correlation
`IsSapUploadDisabled` is highly overall correlated with `ExemptFromAssessmentDate` and 2 other fields	High correlation
`TeachingLocation` is highly overall correlated with `ExemptFromAssessmentDate` and 2 other fields	High correlation
`IsNew` is highly imbalanced (71.7%)	Imbalance
`IsDummy` is highly imbalanced (92.6%)	Imbalance
`Semester3Offered` is highly imbalanced (68.4%)	Imbalance
`Delivery` is highly imbalanced (76.8%)	Imbalance
`StandAloneAvailability` is highly imbalanced (71.2%)	Imbalance
`IsUploadedToSap` is highly imbalanced (73.6%)	Imbalance
`CoRequisiteComment` is highly imbalanced (54.5%)	Imbalance
`Availability` is highly imbalanced (90.5%)	Imbalance
`GraduateSkillsFrameworkApplicable` is highly imbalanced (75.5%)	Imbalance
`ExemptFromAssessment` is highly imbalanced (56.7%)	Imbalance
`IsHepatitisAImmunisationOffered` is highly imbalanced (93.4%)	Imbalance
`IsHepatitisBImmunisationOffered` is highly imbalanced (92.0%)	Imbalance
`IsTetanusImmunisationOffered` is highly imbalanced (88.9%)	Imbalance
`IsAllergyScreeningOffered` is highly imbalanced (97.2%)	Imbalance
`GeneralNotes` is highly imbalanced (55.6%)	Imbalance
`MarkingScale` is highly imbalanced (54.9%)	Imbalance
`Timestamp` is highly imbalanced (87.1%)	Imbalance
`IsSapUploadDisabled` is highly imbalanced (91.7%)	Imbalance
`TeachingLocation` is highly imbalanced (73.4%)	Imbalance
`DateFtlcApproved` has 654 (12.2%) missing values	Missing
`DateBosApproved` has 478 (8.9%) missing values	Missing
`DateSapUploaded` has 123 (2.3%) missing values	Missing
`PreRequisiteComment` has 3519 (65.7%) missing values	Missing
`CoRequisiteComment` has 4255 (79.4%) missing values	Missing
`Aims` has 115 (2.1%) missing values	Missing
`OutlineOfSyllabus` has 345 (6.4%) missing values	Missing
`IntendedKnowledgeOutcomes` has 286 (5.3%) missing values	Missing
`IntendedSkillOutcomes` has 314 (5.9%) missing values	Missing
`CriticalThinking` has 217 (4.0%) missing values	Missing
`DataSynthesis` has 217 (4.0%) missing values	Missing
`ActiveLearning` has 217 (4.0%) missing values	Missing
`Numeracy` has 217 (4.0%) missing values	Missing
`Literacy` has 217 (4.0%) missing values	Missing
`SelfAwarenessAndReflection` has 217 (4.0%) missing values	Missing
`InnovationAndCreativity` has 217 (4.0%) missing values	Missing
`Initiative` has 217 (4.0%) missing values	Missing
`Independence` has 217 (4.0%) missing values	Missing
`Adaptability` has 217 (4.0%) missing values	Missing
`ProblemSolving` has 217 (4.0%) missing values	Missing
`Budgeting` has 217 (4.0%) missing values	Missing
`Oral` has 217 (4.0%) missing values	Missing
`ForeignLanguages` has 217 (4.0%) missing values	Missing
`Interpersonal` has 217 (4.0%) missing values	Missing
`WrittenOther` has 217 (4.0%) missing values	Missing
`Collaboration` has 217 (4.0%) missing values	Missing
`RelationshipBuilding` has 217 (4.0%) missing values	Missing
`Leadership` has 217 (4.0%) missing values	Missing
`Negotiation` has 217 (4.0%) missing values	Missing
`PeerAssessmentReview` has 217 (4.0%) missing values	Missing
`OccupationalAwareness` has 217 (4.0%) missing values	Missing
`MarketAwareness` has 217 (4.0%) missing values	Missing
`GovernanceAwareness` has 217 (4.0%) missing values	Missing
`FinancialAwareness` has 217 (4.0%) missing values	Missing
`BusinessPlanning` has 217 (4.0%) missing values	Missing
`EthicalAwareness` has 217 (4.0%) missing values	Missing
`SocialCulturalGlobalAwareness` has 217 (4.0%) missing values	Missing
`LegalAwareness` has 217 (4.0%) missing values	Missing
`SourceMaterials` has 217 (4.0%) missing values	Missing
`SynthesiseAndPresentMaterials` has 217 (4.0%) missing values	Missing
`UseOfComputerApplications` has 217 (4.0%) missing values	Missing
`GoalSettingAndActionPlanning` has 217 (4.0%) missing values	Missing
`DecisionMaking` has 217 (4.0%) missing values	Missing
`TeachingRationaleAndRelationship` has 339 (6.3%) missing values	Missing
`AssessmentRationaleAndRelationship` has 224 (4.2%) missing values	Missing
`ExemptFromAssessmentDate` has 4879 (91.0%) missing values	Missing
`ExemptFromAssessmentComment` has 5039 (94.0%) missing values	Missing
`GeneralNotes` has 4339 (81.0%) missing values	Missing
`NonStandardSessionOfOffering_id` has 5359 (100.0%) missing values	Missing
`ModuleCode` is uniformly distributed	Uniform
`Title` is uniformly distributed	Uniform
`ShortTitle` is uniformly distributed	Uniform
`OutlineOfSyllabus` is uniformly distributed	Uniform
`IntendedSkillOutcomes` is uniformly distributed	Uniform
`ModuleCode` has unique values	Unique
`Module_Id` has unique values	Unique
`NonStandardSessionOfOffering_id` is an unsupported type, check if it needs cleaning or further analysis	Unsupported
`SapObjectId` has 81 (1.5%) zeros	Zeros
`Semester1CreditValue` has 2238 (41.8%) zeros	Zeros
`Semester2CreditValue` has 2145 (40.0%) zeros	Zeros
`Semester3CreditValue` has 5065 (94.5%) zeros	Zeros
`EctsCreditValue` has 142 (2.6%) zeros	Zeros

Reproduction

Analysis started	2023-05-11 20:36:00.232683
Analysis finished	2023-05-11 20:36:22.693364
Duration	22.46 seconds
Software version	ydata-profiling vv4.1.2
Download configuration	config.json

ModuleCode
Categorical

HIGH CARDINALITY UNIFORM UNIQUE

Distinct	5359
Distinct (%)	100.0%
Missing	0
Missing (%)	0.0%
Memory size	42.0 KiB

ACC2002	1
ENG3101	1
MAS3998	1
CSC3999	1
CSC3998	1
Other values (5354)	5354

Length

Max length	7
Median length	7
Mean length	7
Min length	7

Characters and Unicode

Total characters	37513
Distinct characters	35
Distinct categories	2 ?
Distinct scripts	2 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	5359 ?
Unique (%)	100.0%

Sample

1st row	ACC2002
2nd row	ACC2003
3rd row	ACC2005
4th row	ACC2007
5th row	ACC2008

Common Values

Value	Count	Frequency (%)
ACC2002	1	< 0.1%
ENG3101	1	< 0.1%
MAS3998	1	< 0.1%
CSC3999	1	< 0.1%
CSC3998	1	< 0.1%
ARC8120	1	< 0.1%
ARC8119	1	< 0.1%
ARC8118	1	< 0.1%
ARC8117	1	< 0.1%
ARC8116	1	< 0.1%
Other values (5349)	5349	99.8%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
acc2002	1	< 0.1%
acc3020	1	< 0.1%
acc2007	1	< 0.1%
acc2008	1	< 0.1%
acc2009	1	< 0.1%
acc2020	1	< 0.1%
acc2021	1	< 0.1%
acc2024	1	< 0.1%
acc2025	1	< 0.1%
acc2055	1	< 0.1%
Other values (5349)	5349	99.8%

Most occurring characters

Value	Count	Frequency (%)
0	5265	14.0%
1	3130	8.3%
8	2932	7.8%
2	2725	7.3%
3	2543	6.8%
S	2185	5.8%
C	2032	5.4%
E	1808	4.8%
M	1329	3.5%
4	1126	3.0%
Other values (25)	12438	33.2%

Most occurring categories

Value	Count	Frequency (%)
Decimal Number	21436	57.1%
Uppercase Letter	16077	42.9%

Most frequent character per category

Uppercase Letter

Value	Count	Frequency (%)
S	2185	13.6%
C	2032	12.6%
E	1808	11.2%
M	1329	8.3%
A	1085	6.7%
L	830	5.2%
P	797	5.0%
H	770	4.8%
N	751	4.7%
U	705	4.4%
Other values (15)	3785	23.5%

Decimal Number

Value	Count	Frequency (%)
0	5265	24.6%
1	3130	14.6%
8	2932	13.7%
2	2725	12.7%
3	2543	11.9%
4	1126	5.3%
5	1111	5.2%
9	976	4.6%
6	869	4.1%
7	759	3.5%

Most occurring scripts

Value	Count	Frequency (%)
Common	21436	57.1%
Latin	16077	42.9%

Most frequent character per script

Latin

Value	Count	Frequency (%)
S	2185	13.6%
C	2032	12.6%
E	1808	11.2%
M	1329	8.3%
A	1085	6.7%
L	830	5.2%
P	797	5.0%
H	770	4.8%
N	751	4.7%
U	705	4.4%
Other values (15)	3785	23.5%

Common

Value	Count	Frequency (%)
0	5265	24.6%
1	3130	14.6%
8	2932	13.7%
2	2725	12.7%
3	2543	11.9%
4	1126	5.3%
5	1111	5.2%
9	976	4.6%
6	869	4.1%
7	759	3.5%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	37513	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
0	5265	14.0%
1	3130	8.3%
8	2932	7.8%
2	2725	7.3%
3	2543	6.8%
S	2185	5.8%
C	2032	5.4%
E	1808	4.8%
M	1329	3.5%
4	1126	3.0%
Other values (25)	12438	33.2%

SapObjectId
Real number (ℝ)

HIGH CORRELATION ZEROS

Distinct	5279
Distinct (%)	98.5%
Missing	0
Missing (%)	0.0%
Infinite	0
Infinite (%)	0.0%
Mean	51097933

Minimum	0
Maximum	53517920
Zeros	81
Zeros (%)	1.5%
Negative	0
Negative (%)	0.0%
Memory size	42.0 KiB

Quantile statistics

Minimum	0
5-th percentile	50343396
Q1	51047078
median	51963486
Q3	52730446
95-th percentile	53173579
Maximum	53517920
Range	53517920
Interquartile range (IQR)	1683367

Descriptive statistics

Standard deviation	6397022.6
Coefficient of variation (CV)	0.12519142
Kurtosis	58.613604
Mean	51097933
Median Absolute Deviation (MAD)	778192
Skewness	-7.6989159
Sum	2.7383383 × 10¹¹
Variance	4.0921898 × 10¹³
Monotonicity	Not monotonic

Histogram with fixed size bins (bins=50)

Value	Count	Frequency (%)
0	81	1.5%
52534393	1	< 0.1%
52534391	1	< 0.1%
52455237	1	< 0.1%
52351826	1	< 0.1%
52352380	1	< 0.1%
52354777	1	< 0.1%
52354778	1	< 0.1%
52353591	1	< 0.1%
52353592	1	< 0.1%
Other values (5269)	5269	98.3%

Minimum 10 values
Maximum 10 values

Value	Count	Frequency (%)
0	81	1.5%
50340718	1	< 0.1%
50340719	1	< 0.1%
50340720	1	< 0.1%
50340721	1	< 0.1%
50340733	1	< 0.1%
50340739	1	< 0.1%
50340740	1	< 0.1%
50340741	1	< 0.1%
50340743	1	< 0.1%

Value	Count	Frequency (%)
53517920	1	< 0.1%
53517919	1	< 0.1%
53517918	1	< 0.1%
53517917	1	< 0.1%
53517916	1	< 0.1%
53517915	1	< 0.1%
53456274	1	< 0.1%
53456273	1	< 0.1%
53432699	1	< 0.1%
53432698	1	< 0.1%

Title
Categorical

HIGH CARDINALITY UNIFORM

Distinct	4522
Distinct (%)	84.4%
Missing	0
Missing (%)	0.0%
Memory size	42.0 KiB

Academic Tutoring	33
Dissertation	28
Research Project	10
Research Methods	7
Intercalating Year Reflective Learning Account	7
Other values (4517)	5274

Length

Max length	151
Median length	94
Mean length	35.743609
Min length	3

Characters and Unicode

Total characters	191550
Distinct characters	86
Distinct categories	11 ?
Distinct scripts	2 ?
Distinct blocks	3 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	3906 ?
Unique (%)	72.9%

Sample

1st row	Managerial and Business Economics
2nd row	Financial Control
3rd row	Intermediate Financial Accounting
4th row	Responsible Corporate Finance
5th row	Introduction to Corporate Finance

Common Values

Value	Count	Frequency (%)
Academic Tutoring	33	0.6%
Dissertation	28	0.5%
Research Project	10	0.2%
Research Methods	7	0.1%
Intercalating Year Reflective Learning Account	7	0.1%
Intercalating Year Personal Learning Record	7	0.1%
International Entrepreneurship	6	0.1%
English for Academic Purposes (40 Credits Version)	6	0.1%
Financial Analysis	5	0.1%
Consumer Behaviour	5	0.1%
Other values (4512)	5245	97.9%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
and	1789	7.0%
in	663	2.6%
of	510	2.0%
the	504	2.0%
for	385	1.5%
	362	1.4%
project	310	1.2%
research	298	1.2%
to	277	1.1%
1	264	1.0%
Other values (2978)	20018	78.9%

Most occurring characters

Value	Count	Frequency (%)
	20041	10.5%
e	16588	8.7%
n	14591	7.6%
i	14020	7.3%
a	13221	6.9%
t	11883	6.2%
o	11002	5.7%
r	10457	5.5%
s	9470	4.9%
c	7121	3.7%
Other values (76)	63156	33.0%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	146865	76.7%
Uppercase Letter	20403	10.7%
Space Separator	20041	10.5%
Other Punctuation	1538	0.8%
Decimal Number	1320	0.7%
Open Punctuation	493	0.3%
Close Punctuation	492	0.3%
Dash Punctuation	393	0.2%
Final Punctuation	3	< 0.1%
Math Symbol	1	< 0.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	16588	11.3%
n	14591	9.9%
i	14020	9.5%
a	13221	9.0%
t	11883	8.1%
o	11002	7.5%
r	10457	7.1%
s	9470	6.4%
c	7121	4.8%
l	6555	4.5%
Other values (22)	31957	21.8%

Uppercase Letter

Value	Count	Frequency (%)
S	2295	11.2%
P	2129	10.4%
M	1675	8.2%
A	1665	8.2%
C	1629	8.0%
E	1498	7.3%
I	1485	7.3%
D	1179	5.8%
T	993	4.9%
L	914	4.5%
Other values (16)	4941	24.2%

Decimal Number

Value	Count	Frequency (%)
1	449	34.0%
2	340	25.8%
0	146	11.1%
3	78	5.9%
9	65	4.9%
4	63	4.8%
5	50	3.8%
8	47	3.6%
6	45	3.4%
7	37	2.8%

Other Punctuation

Value	Count	Frequency (%)
:	693	45.1%
,	470	30.6%
&	216	14.0%
.	58	3.8%
/	46	3.0%
'	29	1.9%
;	15	1.0%
?	11	0.7%

Open Punctuation

Value	Count	Frequency (%)
(	479	97.2%
[	14	2.8%

Close Punctuation

Value	Count	Frequency (%)
)	478	97.2%
]	14	2.8%

Dash Punctuation

Value	Count	Frequency (%)
-	385	98.0%
–	8	2.0%

Space Separator

Value	Count	Frequency (%)
	20041	100.0%

Final Punctuation

Value	Count	Frequency (%)
’	3	100.0%

Math Symbol

Value	Count	Frequency (%)
+	1	100.0%

Initial Punctuation

Value	Count	Frequency (%)
‘	1	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	167268	87.3%
Common	24282	12.7%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	16588	9.9%
n	14591	8.7%
i	14020	8.4%
a	13221	7.9%
t	11883	7.1%
o	11002	6.6%
r	10457	6.3%
s	9470	5.7%
c	7121	4.3%
l	6555	3.9%
Other values (48)	52360	31.3%

Common

Value	Count	Frequency (%)
	20041	82.5%
:	693	2.9%
(	479	2.0%
)	478	2.0%
,	470	1.9%
1	449	1.8%
-	385	1.6%
2	340	1.4%
&	216	0.9%
0	146	0.6%
Other values (18)	585	2.4%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	191523	> 99.9%
None	15	< 0.1%
Punctuation	12	< 0.1%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
	20041	10.5%
e	16588	8.7%
n	14591	7.6%
i	14020	7.3%
a	13221	6.9%
t	11883	6.2%
o	11002	5.7%
r	10457	5.5%
s	9470	4.9%
c	7121	3.7%
Other values (67)	63129	33.0%

Punctuation

Value	Count	Frequency (%)
–	8	66.7%
’	3	25.0%
‘	1	8.3%

None

Value	Count	Frequency (%)
ó	4	26.7%
à	3	20.0%
é	3	20.0%
ñ	2	13.3%
í	2	13.3%
è	1	6.7%

ShortTitle
Categorical

HIGH CARDINALITY UNIFORM

Distinct	4391
Distinct (%)	81.9%
Missing	0
Missing (%)	0.0%
Memory size	42.0 KiB

Dissertation	39
Academic Tutoring	34
TBC	31
Research Methods	12
Research Project	12
Other values (4386)	5231

Length

Max length	40
Median length	28
Mean length	25.86434
Min length	3

Characters and Unicode

Total characters	138607
Distinct characters	85
Distinct categories	11 ?
Distinct scripts	2 ?
Distinct blocks	3 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	3740 ?
Unique (%)	69.8%

Sample

1st row	Managerial and Business Economics
2nd row	Financial Control
3rd row	Intermediate Financial Accounting
4th row	Responsible Corporate Finance
5th row	Introduction to Corporate Finance

Common Values

Value	Count	Frequency (%)
Dissertation	39	0.7%
Academic Tutoring	34	0.6%
TBC	31	0.6%
Research Methods	12	0.2%
Research Project	12	0.2%
EAP (40 credits)	8	0.1%
Research Skills	7	0.1%
Intercalating Year Personal Learning Rec	7	0.1%
Research Dissertation	6	0.1%
Economics	6	0.1%
Other values (4381)	5197	97.0%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
and	988	5.1%
	511	2.7%
in	432	2.2%
of	358	1.9%
project	277	1.4%
the	269	1.4%
research	257	1.3%
for	236	1.2%
2	204	1.1%
1	200	1.0%
Other values (2951)	15541	80.6%

Most occurring characters

Value	Count	Frequency (%)
	13923	10.0%
e	11513	8.3%
i	10193	7.4%
n	10149	7.3%
a	9210	6.6%
t	8524	6.1%
o	8030	5.8%
r	7338	5.3%
s	6894	5.0%
c	5291	3.8%
Other values (75)	47542	34.3%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	104599	75.5%
Uppercase Letter	17225	12.4%
Space Separator	13923	10.0%
Other Punctuation	1130	0.8%
Decimal Number	950	0.7%
Dash Punctuation	266	0.2%
Open Punctuation	258	0.2%
Close Punctuation	253	0.2%
Math Symbol	1	< 0.1%
Final Punctuation	1	< 0.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	11513	11.0%
i	10193	9.7%
n	10149	9.7%
a	9210	8.8%
t	8524	8.1%
o	8030	7.7%
r	7338	7.0%
s	6894	6.6%
c	5291	5.1%
l	4839	4.6%
Other values (21)	22618	21.6%

Uppercase Letter

Value	Count	Frequency (%)
S	1887	11.0%
P	1852	10.8%
M	1477	8.6%
C	1394	8.1%
A	1351	7.8%
I	1271	7.4%
E	1210	7.0%
D	1014	5.9%
T	842	4.9%
L	803	4.7%
Other values (16)	4124	23.9%

Decimal Number

Value	Count	Frequency (%)
1	342	36.0%
2	302	31.8%
0	78	8.2%
3	57	6.0%
4	48	5.1%
9	33	3.5%
6	29	3.1%
5	24	2.5%
7	19	2.0%
8	18	1.9%

Other Punctuation

Value	Count	Frequency (%)
&	439	38.8%
,	260	23.0%
:	250	22.1%
.	93	8.2%
'	42	3.7%
/	32	2.8%
;	8	0.7%
?	6	0.5%

Dash Punctuation

Value	Count	Frequency (%)
-	262	98.5%
–	4	1.5%

Open Punctuation

Value	Count	Frequency (%)
(	257	99.6%
[	1	0.4%

Close Punctuation

Value	Count	Frequency (%)
)	252	99.6%
]	1	0.4%

Space Separator

Value	Count	Frequency (%)
	13923	100.0%

Math Symbol

Value	Count	Frequency (%)
+	1	100.0%

Final Punctuation

Value	Count	Frequency (%)
’	1	100.0%

Initial Punctuation

Value	Count	Frequency (%)
‘	1	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	121824	87.9%
Common	16783	12.1%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	11513	9.5%
i	10193	8.4%
n	10149	8.3%
a	9210	7.6%
t	8524	7.0%
o	8030	6.6%
r	7338	6.0%
s	6894	5.7%
c	5291	4.3%
l	4839	4.0%
Other values (47)	39843	32.7%

Common

Value	Count	Frequency (%)
	13923	83.0%
&	439	2.6%
1	342	2.0%
2	302	1.8%
-	262	1.6%
,	260	1.5%
(	257	1.5%
)	252	1.5%
:	250	1.5%
.	93	0.6%
Other values (18)	403	2.4%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	138590	> 99.9%
None	11	< 0.1%
Punctuation	6	< 0.1%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
	13923	10.0%
e	11513	8.3%
i	10193	7.4%
n	10149	7.3%
a	9210	6.6%
t	8524	6.2%
o	8030	5.8%
r	7338	5.3%
s	6894	5.0%
c	5291	3.8%
Other values (67)	47525	34.3%

Punctuation

Value	Count	Frequency (%)
–	4	66.7%
’	1	16.7%
‘	1	16.7%

None

Value	Count	Frequency (%)
ó	3	27.3%
é	3	27.3%
à	3	27.3%
í	1	9.1%
ñ	1	9.1%

MaxCapacity
Real number (ℝ)

Distinct	48
Distinct (%)	0.9%
Missing	0
Missing (%)	0.0%
Infinite	0
Infinite (%)	0.0%
Mean	934.00093

Minimum	5
Maximum	999
Zeros	0
Zeros (%)	0.0%
Negative	0
Negative (%)	0.0%
Memory size	42.0 KiB

Quantile statistics

Minimum	5
5-th percentile	60
Q1	999
median	999
Q3	999
95-th percentile	999
Maximum	999
Range	994
Interquartile range (IQR)	0

Descriptive statistics

Standard deviation	239.22691
Coefficient of variation (CV)	0.25613134
Kurtosis	9.7672068
Mean	934.00093
Median Absolute Deviation (MAD)	0
Skewness	-3.4232546
Sum	5005311
Variance	57229.513
Monotonicity	Not monotonic

Histogram with fixed size bins (bins=48)

Value	Count	Frequency (%)
999	4989	93.1%
20	82	1.5%
50	43	0.8%
40	33	0.6%
30	22	0.4%
60	20	0.4%
48	18	0.3%
100	18	0.3%
10	15	0.3%
15	12	0.2%
Other values (38)	107	2.0%

Minimum 10 values
Maximum 10 values

Value	Count	Frequency (%)
5	1	< 0.1%
10	15	0.3%
12	2	< 0.1%
14	1	< 0.1%
15	12	0.2%
16	6	0.1%
18	1	< 0.1%
20	82	1.5%
24	3	0.1%
25	2	< 0.1%

Value	Count	Frequency (%)
999	4989	93.1%
365	3	0.1%
360	2	< 0.1%
350	2	< 0.1%
280	2	< 0.1%
240	1	< 0.1%
220	1	< 0.1%
200	1	< 0.1%
180	2	< 0.1%
175	1	< 0.1%

IsNew
Boolean

HIGH CORRELATION IMBALANCE

Distinct	2
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	5.4 KiB

False	5095
True	264

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5095	95.1%
True	264	4.9%

IsDummy
Boolean

HIGH CORRELATION IMBALANCE

Distinct	2
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	5.4 KiB

False	5311
True	48

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5311	99.1%
True	48	0.9%

Semester1Offered
Boolean

Distinct	2
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	5.4 KiB

True	3185
False	2174

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
True	3185	59.4%
False	2174	40.6%

Semester1CreditValue
Real number (ℝ)

HIGH CORRELATION ZEROS

Distinct	17
Distinct (%)	0.3%
Missing	0
Missing (%)	0.0%
Infinite	0
Infinite (%)	0.0%
Mean	9.1619705

Minimum	0
Maximum	70
Zeros	2238
Zeros (%)	41.8%
Negative	0
Negative (%)	0.0%
Memory size	42.0 KiB

Quantile statistics

Minimum	0
5-th percentile	0
Q1	0
median	10
Q3	15
95-th percentile	20
Maximum	70
Range	70
Interquartile range (IQR)	15

Descriptive statistics

Standard deviation	10.812748
Coefficient of variation (CV)	1.1801772
Kurtosis	6.3244518
Mean	9.1619705
Median Absolute Deviation (MAD)	10
Skewness	1.9830387
Sum	49099
Variance	116.91553
Monotonicity	Not monotonic

Histogram with fixed size bins (bins=17)

Value	Count	Frequency (%)
0	2238	41.8%
10	1623	30.3%
20	1058	19.7%
15	126	2.4%
5	99	1.8%
60	77	1.4%
30	59	1.1%
40	36	0.7%
50	22	0.4%
3	6	0.1%
Other values (7)	15	0.3%

Minimum 10 values
Maximum 10 values

Value	Count	Frequency (%)
0	2238	41.8%
1	2	< 0.1%
3	6	0.1%
5	99	1.8%
6	3	0.1%
10	1623	30.3%
13	2	< 0.1%
15	126	2.4%
20	1058	19.7%
25	4	0.1%

Value	Count	Frequency (%)
70	2	< 0.1%
60	77	1.4%
55	1	< 0.1%
50	22	0.4%
40	36	0.7%
35	1	< 0.1%
30	59	1.1%
25	4	0.1%
20	1058	19.7%
15	126	2.4%

Semester2Offered
Boolean

Distinct	2
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	5.4 KiB

True	3268
False	2091

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
True	3268	61.0%
False	2091	39.0%

Semester2CreditValue
Real number (ℝ)

HIGH CORRELATION ZEROS

Distinct	18
Distinct (%)	0.3%
Missing	0
Missing (%)	0.0%
Infinite	0
Infinite (%)	0.0%
Mean	9.6969584

Minimum	0
Maximum	70
Zeros	2145
Zeros (%)	40.0%
Negative	0
Negative (%)	0.0%
Memory size	42.0 KiB

Quantile statistics

Minimum	0
5-th percentile	0
Q1	0
median	10
Q3	20
95-th percentile	20
Maximum	70
Range	70
Interquartile range (IQR)	20

Descriptive statistics

Standard deviation	11.080872
Coefficient of variation (CV)	1.1427162
Kurtosis	5.4760812
Mean	9.6969584
Median Absolute Deviation (MAD)	10
Skewness	1.8484721
Sum	51966
Variance	122.78571
Monotonicity	Not monotonic

Histogram with fixed size bins (bins=18)

Value	Count	Frequency (%)
0	2145	40.0%
10	1568	29.3%
20	1152	21.5%
15	130	2.4%
5	109	2.0%
60	78	1.5%
30	77	1.4%
40	47	0.9%
50	21	0.4%
25	10	0.2%
Other values (8)	22	0.4%

Minimum 10 values
Maximum 10 values

Value	Count	Frequency (%)
0	2145	40.0%
1	2	< 0.1%
2	1	< 0.1%
3	6	0.1%
5	109	2.0%
10	1568	29.3%
12	2	< 0.1%
15	130	2.4%
20	1152	21.5%
25	10	0.2%

Value	Count	Frequency (%)
70	2	< 0.1%
60	78	1.5%
55	3	0.1%
50	21	0.4%
45	2	< 0.1%
40	47	0.9%
35	4	0.1%
30	77	1.4%
25	10	0.2%
20	1152	21.5%

Semester3Offered
Boolean

HIGH CORRELATION IMBALANCE

Distinct	2
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	5.4 KiB

False	5053
True	306

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5053	94.3%
True	306	5.7%

Semester3CreditValue
Real number (ℝ)

HIGH CORRELATION ZEROS

Distinct	17
Distinct (%)	0.3%
Missing	0
Missing (%)	0.0%
Infinite	0
Infinite (%)	0.0%
Mean	2.0498227

Minimum	0
Maximum	70
Zeros	5065
Zeros (%)	94.5%
Negative	0
Negative (%)	0.0%
Memory size	42.0 KiB

Quantile statistics

Minimum	0
5-th percentile	0
Q1	0
median	0
Q3	0
95-th percentile	10
Maximum	70
Range	70
Interquartile range (IQR)	0

Descriptive statistics

Standard deviation	9.9701093
Coefficient of variation (CV)	4.8638885
Kurtosis	25.90044
Mean	2.0498227
Median Absolute Deviation (MAD)	0
Skewness	5.1760999
Sum	10985
Variance	99.403079
Monotonicity	Not monotonic

Histogram with fixed size bins (bins=17)

Value	Count	Frequency (%)
0	5065	94.5%
60	107	2.0%
10	57	1.1%
20	31	0.6%
50	24	0.4%
40	20	0.4%
5	16	0.3%
30	12	0.2%
55	7	0.1%
4	6	0.1%
Other values (7)	14	0.3%

Minimum 10 values
Maximum 10 values

Value	Count	Frequency (%)
0	5065	94.5%
1	1	< 0.1%
4	6	0.1%
5	16	0.3%
10	57	1.1%
15	4	0.1%
20	31	0.6%
25	2	< 0.1%
30	12	0.2%
40	20	0.4%

Value	Count	Frequency (%)
70	2	< 0.1%
68	1	< 0.1%
60	107	2.0%
55	7	0.1%
54	3	0.1%
50	24	0.4%
45	1	< 0.1%
40	20	0.4%
30	12	0.2%
25	2	< 0.1%

EctsCreditValue
Real number (ℝ)

HIGH CORRELATION ZEROS

Distinct	22
Distinct (%)	0.4%
Missing	0
Missing (%)	0.0%
Infinite	0
Infinite (%)	0.0%
Mean	10.46296

Minimum	0
Maximum	90
Zeros	142
Zeros (%)	2.6%
Negative	0
Negative (%)	0.0%
Memory size	42.0 KiB

Quantile statistics

Minimum	0
5-th percentile	5
Q1	5
median	10
Q3	10
95-th percentile	30
Maximum	90
Range	90
Interquartile range (IQR)	5

Descriptive statistics

Standard deviation	8.7053762
Coefficient of variation (CV)	0.83201853
Kurtosis	14.910197
Mean	10.46296
Median Absolute Deviation (MAD)	0
Skewness	3.419522
Sum	56071
Variance	75.783575
Monotonicity	Not monotonic

Histogram with fixed size bins (bins=22)

Value	Count	Frequency (%)
10	2696	50.3%
5	1619	30.2%
20	214	4.0%
30	179	3.3%
8	148	2.8%
15	143	2.7%
0	142	2.6%
60	61	1.1%
40	52	1.0%
3	39	0.7%
Other values (12)	66	1.2%

Minimum 10 values
Maximum 10 values

Value	Count	Frequency (%)
0	142	2.6%
1	2	< 0.1%
2	1	< 0.1%
3	39	0.7%
5	1619	30.2%
8	148	2.8%
10	2696	50.3%
13	9	0.2%
15	143	2.7%
20	214	4.0%

Value	Count	Frequency (%)
90	1	< 0.1%
75	1	< 0.1%
60	61	1.1%
55	4	0.1%
50	11	0.2%
45	6	0.1%
40	52	1.0%
35	8	0.1%
30	179	3.3%
28	1	< 0.1%

FheqLevel
Real number (ℝ)

Distinct	6
Distinct (%)	0.1%
Missing	0
Missing (%)	0.0%
Infinite	0
Infinite (%)	0.0%
Mean	5.9387946

Minimum	3
Maximum	8
Zeros	0
Zeros (%)	0.0%
Negative	0
Negative (%)	0.0%
Memory size	42.0 KiB

Quantile statistics

Minimum	3
5-th percentile	4
Q1	5
median	6
Q3	7
95-th percentile	7
Maximum	8
Range	5
Interquartile range (IQR)	2

Descriptive statistics

Standard deviation	1.1553408
Coefficient of variation (CV)	0.1945413
Kurtosis	-0.39171346
Mean	5.9387946
Median Absolute Deviation (MAD)	1
Skewness	-0.79076249
Sum	31826
Variance	1.3348124
Monotonicity	Not monotonic

Histogram with fixed size bins (bins=6)

Value	Count	Frequency (%)
7	2244	41.9%
6	1426	26.6%
5	881	16.4%
4	623	11.6%
3	163	3.0%
8	22	0.4%

Minimum 10 values
Maximum 10 values

Value	Count	Frequency (%)
3	163	3.0%
4	623	11.6%
5	881	16.4%
6	1426	26.6%
7	2244	41.9%
8	22	0.4%

Value	Count	Frequency (%)
8	22	0.4%
7	2244	41.9%
6	1426	26.6%
5	881	16.4%
4	623	11.6%
3	163	3.0%

Mode
Categorical

Distinct	2
Distinct (%)	< 0.1%
Missing	12
Missing (%)	0.2%
Memory size	42.0 KiB

L	4726
B	621

Length

Max length	1
Median length	1
Mean length	1
Min length	1

Characters and Unicode

Total characters	5347
Distinct characters	2
Distinct categories	1 ?
Distinct scripts	1 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	0 ?
Unique (%)	0.0%

Sample

1st row	L
2nd row	L
3rd row	L
4th row	L
5th row	L

Common Values

Value	Count	Frequency (%)
L	4726	88.2%
B	621	11.6%
(Missing)	12	0.2%

Length

Histogram of lengths of the category

Common Values (Plot)

Value	Count	Frequency (%)
l	4726	88.4%
b	621	11.6%

Most occurring characters

Value	Count	Frequency (%)
L	4726	88.4%
B	621	11.6%

Most occurring categories

Value	Count	Frequency (%)
Uppercase Letter	5347	100.0%

Most frequent character per category

Uppercase Letter

Value	Count	Frequency (%)
L	4726	88.4%
B	621	11.6%

Most occurring scripts

Value	Count	Frequency (%)
Latin	5347	100.0%

Most frequent character per script

Latin

Value	Count	Frequency (%)
L	4726	88.4%
B	621	11.6%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	5347	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
L	4726	88.4%
B	621	11.6%

Delivery
Categorical

HIGH CORRELATION IMBALANCE

Distinct	5
Distinct (%)	0.1%
Missing	0
Missing (%)	0.0%
Memory size	42.0 KiB

ST	4835
BL	445
DEL	55
DL	12
EL	12

Length

Max length	3
Median length	2
Mean length	2.0102631
Min length	2

Characters and Unicode

Total characters	10773
Distinct characters	6
Distinct categories	1 ?
Distinct scripts	1 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	0 ?
Unique (%)	0.0%

Sample

1st row	ST
2nd row	ST
3rd row	ST
4th row	ST
5th row	ST

Common Values

Value	Count	Frequency (%)
ST	4835	90.2%
BL	445	8.3%
DEL	55	1.0%
DL	12	0.2%
EL	12	0.2%

Length

Histogram of lengths of the category

Common Values (Plot)

Value	Count	Frequency (%)
st	4835	90.2%
bl	445	8.3%
del	55	1.0%
dl	12	0.2%
el	12	0.2%

Most occurring characters

Value	Count	Frequency (%)
S	4835	44.9%
T	4835	44.9%
L	524	4.9%
B	445	4.1%
D	67	0.6%
E	67	0.6%

Most occurring categories

Value	Count	Frequency (%)
Uppercase Letter	10773	100.0%

Most frequent character per category

Uppercase Letter

Value	Count	Frequency (%)
S	4835	44.9%
T	4835	44.9%
L	524	4.9%
B	445	4.1%
D	67	0.6%
E	67	0.6%

Most occurring scripts

Value	Count	Frequency (%)
Latin	10773	100.0%

Most frequent character per script

Latin

Value	Count	Frequency (%)
S	4835	44.9%
T	4835	44.9%
L	524	4.9%
B	445	4.1%
D	67	0.6%
E	67	0.6%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	10773	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
S	4835	44.9%
T	4835	44.9%
L	524	4.9%
B	445	4.1%
D	67	0.6%
E	67	0.6%

StandAloneAvailability
Categorical

HIGH CORRELATION IMBALANCE

Distinct	3
Distinct (%)	0.1%
Missing	3
Missing (%)	0.1%
Memory size	42.0 KiB

N	4903
D	410
S	43

Length

Max length	1
Median length	1
Mean length	1
Min length	1

Characters and Unicode

Total characters	5356
Distinct characters	3
Distinct categories	1 ?
Distinct scripts	1 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	0 ?
Unique (%)	0.0%

Sample

1st row	N
2nd row	N
3rd row	N
4th row	N
5th row	N

Common Values

Value	Count	Frequency (%)
N	4903	91.5%
D	410	7.7%
S	43	0.8%
(Missing)	3	0.1%

Length

Histogram of lengths of the category

Common Values (Plot)

Value	Count	Frequency (%)
n	4903	91.5%
d	410	7.7%
s	43	0.8%

Most occurring characters

Value	Count	Frequency (%)
N	4903	91.5%
D	410	7.7%
S	43	0.8%

Most occurring categories

Value	Count	Frequency (%)
Uppercase Letter	5356	100.0%

Most frequent character per category

Uppercase Letter

Value	Count	Frequency (%)
N	4903	91.5%
D	410	7.7%
S	43	0.8%

Most occurring scripts

Value	Count	Frequency (%)
Latin	5356	100.0%

Most frequent character per script

Latin

Value	Count	Frequency (%)
N	4903	91.5%
D	410	7.7%
S	43	0.8%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	5356	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
N	4903	91.5%
D	410	7.7%
S	43	0.8%

IsOffered
Boolean

Distinct	2
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	5.4 KiB

True	3329
False	2030

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
True	3329	62.1%
False	2030	37.9%

IsFtlcApproved
Boolean

Distinct	1
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	5.4 KiB

True	5359

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
True	5359	100.0%

DateFtlcApproved
Categorical

HIGH CARDINALITY MISSING

Distinct	194
Distinct (%)	4.1%
Missing	654
Missing (%)	12.2%
Memory size	42.0 KiB

02-02-2022	604
08-02-2022	561
13-02-2022	388
27-01-2022	328
10-02-2022	293
Other values (189)	2531

Length

Max length	10
Median length	10
Mean length	10
Min length	10

Characters and Unicode

Total characters	47050
Distinct characters	11
Distinct categories	2 ?
Distinct scripts	1 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	56 ?
Unique (%)	1.2%

Sample

1st row	02-02-2022
2nd row	02-02-2022
3rd row	02-02-2022
4th row	02-02-2022
5th row	02-02-2022

Common Values

Value	Count	Frequency (%)
02-02-2022	604	11.3%
08-02-2022	561	10.5%
13-02-2022	388	7.2%
27-01-2022	328	6.1%
10-02-2022	293	5.5%
28-01-2022	289	5.4%
31-01-2022	221	4.1%
07-03-2022	178	3.3%
26-01-2022	177	3.3%
07-02-2022	155	2.9%
Other values (184)	1511	28.2%
(Missing)	654	12.2%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
02-02-2022	604	12.8%
08-02-2022	561	11.9%
13-02-2022	388	8.2%
27-01-2022	328	7.0%
10-02-2022	293	6.2%
28-01-2022	289	6.1%
31-01-2022	221	4.7%
07-03-2022	178	3.8%
26-01-2022	177	3.8%
07-02-2022	155	3.3%
Other values (184)	1511	32.1%

Most occurring characters

Value	Count	Frequency (%)
2	18466	39.2%
0	11613	24.7%
-	9410	20.0%
1	3100	6.6%
3	1581	3.4%
8	1095	2.3%
7	740	1.6%
6	319	0.7%
4	315	0.7%
9	209	0.4%

Most occurring categories

Value	Count	Frequency (%)
Decimal Number	37640	80.0%
Dash Punctuation	9410	20.0%

Most frequent character per category

Decimal Number

Value	Count	Frequency (%)
2	18466	49.1%
0	11613	30.9%
1	3100	8.2%
3	1581	4.2%
8	1095	2.9%
7	740	2.0%
6	319	0.8%
4	315	0.8%
9	209	0.6%
5	202	0.5%

Dash Punctuation

Value	Count	Frequency (%)
-	9410	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Common	47050	100.0%

Most frequent character per script

Common

Value	Count	Frequency (%)
2	18466	39.2%
0	11613	24.7%
-	9410	20.0%
1	3100	6.6%
3	1581	3.4%
8	1095	2.3%
7	740	1.6%
6	319	0.7%
4	315	0.7%
9	209	0.4%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	47050	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
2	18466	39.2%
0	11613	24.7%
-	9410	20.0%
1	3100	6.6%
3	1581	3.4%
8	1095	2.3%
7	740	1.6%
6	319	0.7%
4	315	0.7%
9	209	0.4%

IsBosApproved
Boolean

Distinct	1
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	5.4 KiB

True	5359

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
True	5359	100.0%

DateBosApproved
Categorical

HIGH CARDINALITY MISSING

Distinct	261
Distinct (%)	5.3%
Missing	478
Missing (%)	8.9%
Memory size	42.0 KiB

08-02-2022	452
02-02-2022	336
18-01-2022	254
13-02-2022	220
28-01-2022	211
Other values (256)	3408

Length

Max length	10
Median length	10
Mean length	10
Min length	10

Characters and Unicode

Total characters	48810
Distinct characters	11
Distinct categories	2 ?
Distinct scripts	1 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	67 ?
Unique (%)	1.4%

Sample

1st row	19-01-2022
2nd row	19-01-2022
3rd row	19-01-2022
4th row	21-09-2022
5th row	13-01-2022

Common Values

Value	Count	Frequency (%)
08-02-2022	452	8.4%
02-02-2022	336	6.3%
18-01-2022	254	4.7%
13-02-2022	220	4.1%
28-01-2022	211	3.9%
31-01-2022	200	3.7%
10-02-2022	191	3.6%
27-01-2022	190	3.5%
20-01-2022	190	3.5%
07-02-2022	154	2.9%
Other values (251)	2483	46.3%
(Missing)	478	8.9%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
08-02-2022	452	9.3%
02-02-2022	336	6.9%
18-01-2022	254	5.2%
13-02-2022	220	4.5%
28-01-2022	211	4.3%
31-01-2022	200	4.1%
10-02-2022	191	3.9%
27-01-2022	190	3.9%
20-01-2022	190	3.9%
07-02-2022	154	3.2%
Other values (251)	2483	50.9%

Most occurring characters

Value	Count	Frequency (%)
2	18133	37.2%
0	11578	23.7%
-	9762	20.0%
1	5002	10.2%
3	1166	2.4%
8	1156	2.4%
7	597	1.2%
9	502	1.0%
4	388	0.8%
6	307	0.6%

Most occurring categories

Value	Count	Frequency (%)
Decimal Number	39048	80.0%
Dash Punctuation	9762	20.0%

Most frequent character per category

Decimal Number

Value	Count	Frequency (%)
2	18133	46.4%
0	11578	29.7%
1	5002	12.8%
3	1166	3.0%
8	1156	3.0%
7	597	1.5%
9	502	1.3%
4	388	1.0%
6	307	0.8%
5	219	0.6%

Dash Punctuation

Value	Count	Frequency (%)
-	9762	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Common	48810	100.0%

Most frequent character per script

Common

Value	Count	Frequency (%)
2	18133	37.2%
0	11578	23.7%
-	9762	20.0%
1	5002	10.2%
3	1166	2.4%
8	1156	2.4%
7	597	1.2%
9	502	1.0%
4	388	0.8%
6	307	0.6%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	48810	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
2	18133	37.2%
0	11578	23.7%
-	9762	20.0%
1	5002	10.2%
3	1166	2.4%
8	1156	2.4%
7	597	1.2%
9	502	1.0%
4	388	0.8%
6	307	0.6%

IsUploadedToSap
Boolean

HIGH CORRELATION IMBALANCE

Distinct	2
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	5.4 KiB

True	5119
False	240

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
True	5119	95.5%
False	240	4.5%

DateSapUploaded
Categorical

HIGH CARDINALITY MISSING

Distinct	505
Distinct (%)	9.6%
Missing	123
Missing (%)	2.3%
Memory size	42.0 KiB

14-02-2023	491
09-03-2020	315
07-05-2021	219
28-01-2022	179
10-02-2022	161
Other values (500)	3871

Length

Max length	10
Median length	10
Mean length	10
Min length	10

Characters and Unicode

Total characters	52360
Distinct characters	11
Distinct categories	2 ?
Distinct scripts	1 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	174 ?
Unique (%)	3.3%

Sample

1st row	14-02-2023
2nd row	14-02-2023
3rd row	14-02-2023
4th row	14-02-2023
5th row	14-02-2023

Common Values

Value	Count	Frequency (%)
14-02-2023	491	9.2%
09-03-2020	315	5.9%
07-05-2021	219	4.1%
28-01-2022	179	3.3%
10-02-2022	161	3.0%
02-02-2022	158	2.9%
16-03-2021	145	2.7%
15-03-2021	122	2.3%
09-05-2021	86	1.6%
07-03-2022	86	1.6%
Other values (495)	3274	61.1%
(Missing)	123	2.3%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
14-02-2023	491	9.4%
09-03-2020	315	6.0%
07-05-2021	219	4.2%
28-01-2022	179	3.4%
10-02-2022	161	3.1%
02-02-2022	158	3.0%
16-03-2021	145	2.8%
15-03-2021	122	2.3%
09-05-2021	86	1.6%
07-03-2022	86	1.6%
Other values (495)	3274	62.5%

Most occurring characters

Value	Count	Frequency (%)
2	15763	30.1%
0	13484	25.8%
-	10472	20.0%
1	4765	9.1%
3	2684	5.1%
9	1177	2.2%
4	1015	1.9%
7	826	1.6%
5	792	1.5%
8	724	1.4%

Most occurring categories

Value	Count	Frequency (%)
Decimal Number	41888	80.0%
Dash Punctuation	10472	20.0%

Most frequent character per category

Decimal Number

Value	Count	Frequency (%)
2	15763	37.6%
0	13484	32.2%
1	4765	11.4%
3	2684	6.4%
9	1177	2.8%
4	1015	2.4%
7	826	2.0%
5	792	1.9%
8	724	1.7%
6	658	1.6%

Dash Punctuation

Value	Count	Frequency (%)
-	10472	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Common	52360	100.0%

Most frequent character per script

Common

Value	Count	Frequency (%)
2	15763	30.1%
0	13484	25.8%
-	10472	20.0%
1	4765	9.1%
3	2684	5.1%
9	1177	2.2%
4	1015	1.9%
7	826	1.6%
5	792	1.5%
8	724	1.4%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	52360	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
2	15763	30.1%
0	13484	25.8%
-	10472	20.0%
1	4765	9.1%
3	2684	5.1%
9	1177	2.2%
4	1015	1.9%
7	826	1.6%
5	792	1.5%
8	724	1.4%

PreRequisiteComment
Categorical

HIGH CARDINALITY MISSING

Distinct	1008
Distinct (%)	54.8%
Missing	3519
Missing (%)	65.7%
Memory size	42.0 KiB

None	400
Students with prior knowledge may seek exemption.	34
none	27
-	26
NONE	19
Other values (1003)	1334

Length

Max length	1996
Median length	468
Mean length	103.86141
Min length	1

Characters and Unicode

Total characters	191105
Distinct characters	90
Distinct categories	12 ?
Distinct scripts	2 ?
Distinct blocks	2 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	811 ?
Unique (%)	44.1%

Sample

1st row	Equivalent Stage 1 Maths Statistics module
2nd row	Sufficient Knowledge of Maths and Stats and Introductory Finance.
3rd row	ECO1017, or equivalent modules
4th row	None
5th row	An understanding of financial Accounting is required for the module provided by ACC1010

Common Values

Value	Count	Frequency (%)
None	400	7.5%
Students with prior knowledge may seek exemption.	34	0.6%
none	27	0.5%
-	26	0.5%
NONE	19	0.4%
English Language to IELTS 6.0 or Pearsons 54 or equivalent. Satisfy progression or admission requirement for entry to Stage 2 on engineering degree programme by satisfactory completion of Stage 1 or equivalent at Level 4 normally with one year of prior study related to this topic.	10	0.2%
MAS2502 acceptable in place of MAS2602	10	0.2%
IELTS 5.5 (or equivalent) with minimum 5.0 in all four skills (writing, reading, speaking and listening)	9	0.2%
None.	9	0.2%
Bachelor Degree (or equivalent accredited prior learning) preferably in engineering (for awareness of technical design and regulatory frameworks including Health and Safety) but (subject to specific approval) in cognate applied physical or environmental sciences or technology. For non-native speakers, evidence of English language competence (to a minimum of IELTS 6.5 or equivalent, with higher levels of attainment strongly recommended).	8	0.1%
Other values (998)	1288	24.0%
(Missing)	3519	65.7%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
of	1079	3.7%
the	931	3.2%
or	911	3.1%
to	800	2.7%
and	750	2.6%
students	692	2.4%
in	637	2.2%
module	609	2.1%
equivalent	478	1.6%
none	460	1.6%
Other values (2641)	21850	74.8%

Most occurring characters

Value	Count	Frequency (%)
	27301	14.3%
e	19697	10.3%
t	12363	6.5%
o	11332	5.9%
n	10979	5.7%
a	10746	5.6%
i	10527	5.5%
s	9167	4.8%
r	9134	4.8%
l	7083	3.7%
Other values (80)	62776	32.8%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	144419	75.6%
Space Separator	27301	14.3%
Uppercase Letter	9805	5.1%
Decimal Number	4758	2.5%
Other Punctuation	2675	1.4%
Control	728	0.4%
Dash Punctuation	459	0.2%
Close Punctuation	458	0.2%
Open Punctuation	448	0.2%
Final Punctuation	32	< 0.1%
Other values (2)	22	< 0.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	19697	13.6%
t	12363	8.6%
o	11332	7.8%
n	10979	7.6%
a	10746	7.4%
i	10527	7.3%
s	9167	6.3%
r	9134	6.3%
l	7083	4.9%
d	6092	4.2%
Other values (16)	37299	25.8%

Uppercase Letter

Value	Count	Frequency (%)
S	1541	15.7%
E	940	9.6%
N	746	7.6%
A	708	7.2%
L	697	7.1%
C	695	7.1%
M	683	7.0%
P	558	5.7%
T	444	4.5%
G	397	4.0%
Other values (16)	2396	24.4%

Other Punctuation

Value	Count	Frequency (%)
.	1524	57.0%
,	753	28.1%
/	150	5.6%
:	85	3.2%
%	45	1.7%
&	41	1.5%
;	41	1.5%
'	18	0.7%
*	8	0.3%
•	6	0.2%

Decimal Number

Value	Count	Frequency (%)
0	1180	24.8%
1	1030	21.6%
2	902	19.0%
3	333	7.0%
5	331	7.0%
4	286	6.0%
6	231	4.9%
8	211	4.4%
9	131	2.8%
7	123	2.6%

Dash Punctuation

Value	Count	Frequency (%)
-	449	97.8%
–	9	2.0%
—	1	0.2%

Control

Value	Count	Frequency (%)
	352	48.4%
	352	48.4%
	24	3.3%

Close Punctuation

Value	Count	Frequency (%)
)	455	99.3%
]	3	0.7%

Open Punctuation

Value	Count	Frequency (%)
(	445	99.3%
[	3	0.7%

Final Punctuation

Value	Count	Frequency (%)
’	28	87.5%
”	4	12.5%

Math Symbol

Value	Count	Frequency (%)
+	11	91.7%
=	1	8.3%

Initial Punctuation

Value	Count	Frequency (%)
‘	6	60.0%
“	4	40.0%

Space Separator

Value	Count	Frequency (%)
	27301	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	154224	80.7%
Common	36881	19.3%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	19697	12.8%
t	12363	8.0%
o	11332	7.3%
n	10979	7.1%
a	10746	7.0%
i	10527	6.8%
s	9167	5.9%
r	9134	5.9%
l	7083	4.6%
d	6092	4.0%
Other values (42)	47104	30.5%

Common

Value	Count	Frequency (%)
	27301	74.0%
.	1524	4.1%
0	1180	3.2%
1	1030	2.8%
2	902	2.4%
,	753	2.0%
)	455	1.2%
-	449	1.2%
(	445	1.2%
	352	1.0%
Other values (28)	2490	6.8%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	191047	> 99.9%
Punctuation	58	< 0.1%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
	27301	14.3%
e	19697	10.3%
t	12363	6.5%
o	11332	5.9%
n	10979	5.7%
a	10746	5.6%
i	10527	5.5%
s	9167	4.8%
r	9134	4.8%
l	7083	3.7%
Other values (73)	62718	32.8%

Punctuation

Value	Count	Frequency (%)
’	28	48.3%
–	9	15.5%
•	6	10.3%
‘	6	10.3%
“	4	6.9%
”	4	6.9%
—	1	1.7%

CoRequisiteComment
Categorical

HIGH CARDINALITY IMBALANCE MISSING

Distinct	254
Distinct (%)	23.0%
Missing	4255
Missing (%)	79.4%
Memory size	42.0 KiB

None	678
-	44
none	40
NONE	20
Non-native speakers of English whose current level of attainment is less than UELA 70 or IELTS 7.0 (or recognised equivalent) in all four aspects of communication (Listening, Speaking, Reading, Writing) should be attending the non-credit-bearing in-sessional English language support classes provided by the University.	19
Other values (249)	303

Length

Max length	1849
Median length	4
Mean length	43.531703
Min length	1

Characters and Unicode

Total characters	48059
Distinct characters	81
Distinct categories	12 ?
Distinct scripts	2 ?
Distinct blocks	2 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	219 ?
Unique (%)	19.8%

Sample

1st row	None
2nd row	Non
3rd row	None
4th row	None
5th row	None

Common Values

Value	Count	Frequency (%)
None	678	12.7%
-	44	0.8%
none	40	0.7%
NONE	20	0.4%
Non-native speakers of English whose current level of attainment is less than UELA 70 or IELTS 7.0 (or recognised equivalent) in all four aspects of communication (Listening, Speaking, Reading, Writing) should be attending the non-credit-bearing in-sessional English language support classes provided by the University.	19	0.4%
None.	14	0.3%
Non-native speakers of English whose current level of attainment is less than UELA 70 or IELTS 7.0 (or recognised equivalent) in all four aspects of communication (Listening, Speaking, Reading, Writing) should be attending the non- credit-bearing in-sessional English language support classes provided by the University.	6	0.1%
Attendance at Tutorials as appropriate	5	0.1%
no	4	0.1%
SFY0001 Basic Mathematics if below Grade C in GCSE Mathematics	3	0.1%
Other values (244)	271	5.1%
(Missing)	4255	79.4%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
none	752	9.9%
the	254	3.3%
of	229	3.0%
in	187	2.5%
students	184	2.4%
and	165	2.2%
to	160	2.1%
module	146	1.9%
or	133	1.7%
this	107	1.4%
Other values (1170)	5293	69.6%

Most occurring characters

Value	Count	Frequency (%)
	6453	13.4%
e	5011	10.4%
n	3550	7.4%
o	3171	6.6%
t	2998	6.2%
i	2682	5.6%
s	2523	5.2%
a	2401	5.0%
r	1961	4.1%
l	1616	3.4%
Other values (71)	15693	32.7%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	35571	74.0%
Space Separator	6453	13.4%
Uppercase Letter	3344	7.0%
Decimal Number	1414	2.9%
Other Punctuation	616	1.3%
Dash Punctuation	220	0.5%
Control	180	0.4%
Open Punctuation	127	0.3%
Close Punctuation	125	0.3%
Final Punctuation	6	< 0.1%
Other values (2)	3	< 0.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	5011	14.1%
n	3550	10.0%
o	3171	8.9%
t	2998	8.4%
i	2682	7.5%
s	2523	7.1%
a	2401	6.7%
r	1961	5.5%
l	1616	4.5%
d	1414	4.0%
Other values (15)	8244	23.2%

Uppercase Letter

Value	Count	Frequency (%)
N	839	25.1%
S	389	11.6%
E	281	8.4%
L	198	5.9%
M	197	5.9%
A	171	5.1%
T	159	4.8%
C	136	4.1%
G	127	3.8%
P	118	3.5%
Other values (14)	729	21.8%

Decimal Number

Value	Count	Frequency (%)
0	389	27.5%
1	241	17.0%
2	216	15.3%
8	154	10.9%
4	114	8.1%
3	109	7.7%
7	74	5.2%
9	44	3.1%
5	43	3.0%
6	30	2.1%

Other Punctuation

Value	Count	Frequency (%)
.	323	52.4%
,	197	32.0%
/	25	4.1%
:	23	3.7%
&	18	2.9%
;	11	1.8%
•	8	1.3%
'	7	1.1%
%	3	0.5%
?	1	0.2%

Control

Value	Count	Frequency (%)
	83	46.1%
	83	46.1%
	14	7.8%

Dash Punctuation

Value	Count	Frequency (%)
-	210	95.5%
–	10	4.5%

Final Punctuation

Value	Count	Frequency (%)
’	5	83.3%
”	1	16.7%

Space Separator

Value	Count	Frequency (%)
	6453	100.0%

Open Punctuation

Value	Count	Frequency (%)
(	127	100.0%

Close Punctuation

Value	Count	Frequency (%)
)	125	100.0%

Math Symbol

Value	Count	Frequency (%)
+	2	100.0%

Initial Punctuation

Value	Count	Frequency (%)
“	1	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	38915	81.0%
Common	9144	19.0%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	5011	12.9%
n	3550	9.1%
o	3171	8.1%
t	2998	7.7%
i	2682	6.9%
s	2523	6.5%
a	2401	6.2%
r	1961	5.0%
l	1616	4.2%
d	1414	3.6%
Other values (39)	11588	29.8%

Common

Value	Count	Frequency (%)
	6453	70.6%
0	389	4.3%
.	323	3.5%
1	241	2.6%
2	216	2.4%
-	210	2.3%
,	197	2.2%
8	154	1.7%
(	127	1.4%
)	125	1.4%
Other values (22)	709	7.8%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	48034	99.9%
Punctuation	25	0.1%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
	6453	13.4%
e	5011	10.4%
n	3550	7.4%
o	3171	6.6%
t	2998	6.2%
i	2682	5.6%
s	2523	5.3%
a	2401	5.0%
r	1961	4.1%
l	1616	3.4%
Other values (66)	15668	32.6%

Punctuation

Value	Count	Frequency (%)
–	10	40.0%
•	8	32.0%
’	5	20.0%
“	1	4.0%
”	1	4.0%

Availability
Categorical

Distinct	3
Distinct (%)	0.1%
Missing	0
Missing (%)	0.0%
Memory size	42.0 KiB

E	5260
A	51
I	48

Length

Max length	1
Median length	1
Mean length	1
Min length	1

Characters and Unicode

Total characters	5359
Distinct characters	3
Distinct categories	1 ?
Distinct scripts	1 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	0 ?
Unique (%)	0.0%

Sample

1st row	E
2nd row	E
3rd row	E
4th row	E
5th row	E

Common Values

Value	Count	Frequency (%)
E	5260	98.2%
A	51	1.0%
I	48	0.9%

Length

Histogram of lengths of the category

Common Values (Plot)

Value	Count	Frequency (%)
e	5260	98.2%
a	51	1.0%
i	48	0.9%

Most occurring characters

Value	Count	Frequency (%)
E	5260	98.2%
A	51	1.0%
I	48	0.9%

Most occurring categories

Value	Count	Frequency (%)
Uppercase Letter	5359	100.0%

Most frequent character per category

Uppercase Letter

Value	Count	Frequency (%)
E	5260	98.2%
A	51	1.0%
I	48	0.9%

Most occurring scripts

Value	Count	Frequency (%)
Latin	5359	100.0%

Most frequent character per script

Latin

Value	Count	Frequency (%)
E	5260	98.2%
A	51	1.0%
I	48	0.9%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	5359	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
E	5260	98.2%
A	51	1.0%
I	48	0.9%

Aims
Categorical

HIGH CARDINALITY MISSING

Distinct	4570
Distinct (%)	87.1%
Missing	115
Missing (%)	2.1%
Memory size	42.0 KiB

This is a module delivered at the University of Groningen for students on programmes 4120F, 4107F and 4018F.	62
Original Summary:	33
Module for use by Newcastle students on outgoing Study Abroad placement. Therefore there is no specific module content.	13
Module for use by Newcastle students on outgoing Erasmus Exchange placement. Therefore there is no specific module content.	10
In consonance with the overall aims of the degrees offered in SML, this module will: - build on language skills gained at Stages 1, 2 and 3. - provide students with an in-depth knowledge of the target language and with the ability to develop a high level of written proficiency in professional and academic environments. - prepare students for postgraduate study in areas that make extensive use of the target language. - develop students' written translation skills into the target language.	9
Other values (4565)	5117

Length

Max length	4000
Median length	1558
Mean length	786.73856
Min length	17

Characters and Unicode

Total characters	4125657
Distinct characters	117
Distinct categories	15 ?
Distinct scripts	2 ?
Distinct blocks	3 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	4123 ?
Unique (%)	78.6%

Sample

1st row	To introduce students to economic issues and decision-making tools, relating to major topics like demand analysis and estimation, production and cost functions, and decision making with differing market structures.
2nd row	(a) To provide a framework of the methods and techniques of management accounting and control. (b) To provide a framework for an understanding of the design and operation of management accounting and control systems by considering conceptual and practical issues involved.
3rd row	1. To examine current financial reporting practice and how it impacts upon companies 2. To enable students to develop accounts preparation and interpretation skills 3. To provide an introduction to group accounts preparation This is an intermediate financial reporting module. Most of the examples relate to companies reporting to shareholders. We shall consider how to account for a range of situations, including accounting for provisions, contingent liabilities and contingent assets, financial instruments and consolidation of group companies with reference to international accounting standards. The module will provide an introduction to the regulatory and IASB frameworks governing the production of financial statements.
4th row	This module aims for develop an understanding of responsible corporate finance by examining analytical frameworks for the knowledge of the firm's major financing decisions by considering the theoretical models that explain these decisions. The module also examines Finance and Professional Codes of Conduct & Ethics, using real world examples to highlight professional behaviours and the changing ESG environment that accountants and treasurers are now expected to operate in.
5th row	To provide an analytical framework for the knowledge of the firm's major financing decisions by considering the theoretical models that explain these decisions.

Common Values

Value	Count	Frequency (%)
This is a module delivered at the University of Groningen for students on programmes 4120F, 4107F and 4018F.	62	1.2%
Original Summary:	33	0.6%
Module for use by Newcastle students on outgoing Study Abroad placement. Therefore there is no specific module content.	13	0.2%
Module for use by Newcastle students on outgoing Erasmus Exchange placement. Therefore there is no specific module content.	10	0.2%
In consonance with the overall aims of the degrees offered in SML, this module will: - build on language skills gained at Stages 1, 2 and 3. - provide students with an in-depth knowledge of the target language and with the ability to develop a high level of written proficiency in professional and academic environments. - prepare students for postgraduate study in areas that make extensive use of the target language. - develop students' written translation skills into the target language.	9	0.2%
This is a dummy module is for administrative purposes only, and should only be selected as a placeholder for off regulation choices during the pre-registration period.	8	0.1%
The aims of the module are to help students adjust to postgraduate studies. Tutors will emphasise use the sessions to cover topics such as: 1. give advice and answer questions regarding how to read and prepare for seminar at a postgraduate level 2. how postgraduate writing differs from undergraduate writing 3. how to work effectively with dissertation supervisors 4. planning a career, including how to make best use of the Careers Service 5. thinking about a PhD or further study	7	0.1%
This module is designed to help international students develop competence in and awareness of academic English in order to successfully start an undergraduate degree programme in the UK. It is specifically designed for students starting the module at an intermediate English language level (approximately IELTS 5.5, CEFR B2). This enhanced 40 credit module is designed to provide students with extensive practice and development time. The module’s specific aims are: • To develop skills and knowledge in academic writing to meet the expectations of the undergraduate academic community at UK HEIs • To develop strategies for reading academic texts in English in order to exploit key text content for further study purposes including written work, seminar discussion and oral seminar presentation • To introduce note-taking skills and to extend this into summarising of key ideas from written and oral texts • To develop an awareness of how secondary sources are to be integrated into student writing so that recognition and respect of source origins are demonstrated and plagiarism is avoided • To raise awareness of academic lecture structure and the strategies required in order to follow and understand lecture content, lecturer behaviour, and lecturer discourse choices • To develop spoken English skills for social and academic spoken interactional contexts, such as seminar discussions, oral presentations, 1-1 tutorials, group work discussions, and informal conversations. • To further extend knowledge and awareness of English grammar, vocabulary and pronunciation features so that academic and socio/cultural assimilation can easily occur	6	0.1%
To extend and nuance the range of skills and subject matter of students writing creatively and to encourage formal and thematic experimentation, while allowing students the framework in which to reflect critically and creatively on their own and other people’s writing.	6	0.1%
To provide incoming Erasmus chemistry students with practical research experience and training in a UK university laboratory.	6	0.1%
Other values (4560)	5084	94.9%
(Missing)	115	2.1%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
the	37214	6.1%
and	35963	5.9%
of	30484	5.0%
to	29237	4.8%
in	14916	2.4%
a	10612	1.7%
students	8329	1.4%
module	6796	1.1%
will	5698	0.9%
with	5561	0.9%
Other values (17300)	426288	69.8%

Most occurring characters

Value	Count	Frequency (%)
	596173	14.5%
e	395657	9.6%
t	294756	7.1%
i	276478	6.7%
n	271778	6.6%
a	266279	6.5%
o	254331	6.2%
s	227508	5.5%
r	199977	4.8%
l	154753	3.8%
Other values (107)	1187967	28.8%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	3335933	80.9%
Space Separator	596174	14.5%
Other Punctuation	63763	1.5%
Uppercase Letter	54256	1.3%
Control	43540	1.1%
Decimal Number	13323	0.3%
Dash Punctuation	7616	0.2%
Close Punctuation	4141	0.1%
Open Punctuation	3497	0.1%
Final Punctuation	2356	0.1%
Other values (5)	1058	< 0.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	395657	11.9%
t	294756	8.8%
i	276478	8.3%
n	271778	8.1%
a	266279	8.0%
o	254331	7.6%
s	227508	6.8%
r	199977	6.0%
l	154753	4.6%
d	150149	4.5%
Other values (25)	844267	25.3%

Uppercase Letter

Value	Count	Frequency (%)
T	17165	31.6%
S	4966	9.2%
I	3881	7.2%
A	3387	6.2%
C	2765	5.1%
E	2721	5.0%
M	2302	4.2%
P	2116	3.9%
B	1584	2.9%
D	1407	2.6%
Other values (16)	11962	22.0%

Other Punctuation

Value	Count	Frequency (%)
.	25978	40.7%
,	25129	39.4%
•	3852	6.0%
;	2957	4.6%
:	2592	4.1%
/	1127	1.8%
'	1055	1.7%
?	553	0.9%
&	198	0.3%
"	127	0.2%
Other values (7)	195	0.3%

Decimal Number

Value	Count	Frequency (%)
1	3717	27.9%
2	2096	15.7%
0	1853	13.9%
3	1511	11.3%
4	1355	10.2%
5	682	5.1%
9	599	4.5%
8	591	4.4%
6	492	3.7%
7	427	3.2%

Math Symbol

Value	Count	Frequency (%)
>	93	61.2%
<	38	25.0%
+	9	5.9%
=	8	5.3%
~	4	2.6%

Control

Value	Count	Frequency (%)
	20350	46.7%
	20311	46.6%
	2877	6.6%
	2	< 0.1%

Dash Punctuation

Value	Count	Frequency (%)
-	7256	95.3%
–	329	4.3%
—	31	0.4%

Close Punctuation

Value	Count	Frequency (%)
)	4100	99.0%
]	37	0.9%
}	4	0.1%

Open Punctuation

Value	Count	Frequency (%)
(	3464	99.1%
[	29	0.8%
{	4	0.1%

Space Separator

Value	Count	Frequency (%)
	596173	> 99.9%
	1	< 0.1%

Final Punctuation

Value	Count	Frequency (%)
’	2143	91.0%
”	213	9.0%

Initial Punctuation

Value	Count	Frequency (%)
‘	672	75.7%
“	216	24.3%

Currency Symbol

Value	Count	Frequency (%)
£	6	66.7%
$	3	33.3%

Modifier Symbol

Value	Count	Frequency (%)
^	4	80.0%
`	1	20.0%

Connector Punctuation

Value	Count	Frequency (%)
_	4	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	3390189	82.2%
Common	735468	17.8%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	395657	11.7%
t	294756	8.7%
i	276478	8.2%
n	271778	8.0%
a	266279	7.9%
o	254331	7.5%
s	227508	6.7%
r	199977	5.9%
l	154753	4.6%
d	150149	4.4%
Other values (51)	898523	26.5%

Common

Value	Count	Frequency (%)
	596173	81.1%
.	25978	3.5%
,	25129	3.4%
	20350	2.8%
	20311	2.8%
-	7256	1.0%
)	4100	0.6%
•	3852	0.5%
1	3717	0.5%
(	3464	0.5%
Other values (46)	25138	3.4%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	4118146	99.8%
Punctuation	7466	0.2%
None	45	< 0.1%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
	596173	14.5%
e	395657	9.6%
t	294756	7.2%
i	276478	6.7%
n	271778	6.6%
a	266279	6.5%
o	254331	6.2%
s	227508	5.5%
r	199977	4.9%
l	154753	3.8%
Other values (86)	1180456	28.7%

Punctuation

Value	Count	Frequency (%)
•	3852	51.6%
’	2143	28.7%
‘	672	9.0%
–	329	4.4%
“	216	2.9%
”	213	2.9%
—	31	0.4%
…	8	0.1%
†	2	< 0.1%

None

Value	Count	Frequency (%)
é	16	35.6%
·	11	24.4%
£	6	13.3%
á	2	4.4%
ò	2	4.4%
è	2	4.4%
	1	2.2%
à	1	2.2%
â	1	2.2%
å	1	2.2%
Other values (2)	2	4.4%

OutlineOfSyllabus
Categorical

HIGH CARDINALITY MISSING UNIFORM

Distinct	4498
Distinct (%)	89.7%
Missing	345
Missing (%)	6.4%
Memory size	42.0 KiB

Specific topics and materials based on current issues will initially be provided by the lecturer. Subsequently, these will be supplied by students themselves for group practice in group work sessions. Translation into the target language, summarising, and open writing will be practised throughout the year, preparing students for written communication in the target language.	12
Independent creative practice with guidance from a supervisor who is necessarily a member of staff; in exceptional circumstances, a student might be supervised by a senior doctoral (registered PhD) student.	9
The syllabus content will depend on what topic the student chooses.	7
TBA	7
The list of research topics available is issued in the summer term of the preceding academic year. Students should discuss the topic they are interested in with staff member supervising the topic.	7
Other values (4493)	4972

Length

Max length	4000
Median length	1624
Mean length	773.8217
Min length	3

Characters and Unicode

Total characters	3879942
Distinct characters	136
Distinct categories	17 ?
Distinct scripts	2 ?
Distinct blocks	3 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	4091 ?
Unique (%)	81.6%

Sample

1st row	OPTIMISATION: A BRIEF REVIEW CONSUMPTION & DEMAND • Axioms of traditional consumer theory • Quantitative demand analysis • Indifference curves, consumption decisions and demand PRODUCTION, COSTS & SUPPLY • Economic analysis of production • Cost functions • The organization of the firm MARKET STRUCTURE & PERFORMANCE OUTCOMES • Monopoly, price discrimination and welfare • Monopolistic competition • Models of Oligopoly: Cournot; Stackelberg; The kinked demand curve • Game theory MARKET STRUCTURE, FIRM STRATEGY & PERFORMANCE • Empirical evidence on SCP paradigm and concentration - profitability • Resource based view of the Firm • Persistance of profit ANALYSIS OF FIRM STRATEGY • Product differentiation • Advertising • Barriers to entry THEORIES OF THE FIRM • Neoclassical • Behavioural • Transaction-costs perspectives
2nd row	The module is delivered by means of a series of lectures and seminars. It covers: Research methodologies of management accounting Costing (including ABC) Planning and control systems (including budgeting and beyond budgeting) Performance management system Current issues and transfer pricing
3rd row	1. Company Financial Statements 2. The Frameworks of Financial Reporting 3. Preparation of consolidated Group Accounts
4th row	1- Scope and nature of corporate finance 2- Valuation of debt and equity 3- Security and portfolio analysis 4- Capital market efficiency 5- Asset pricing models and their applications 6- Raising Capital: Debt and Equity 7- Risk Management: Options, FRA's and Futures 8- Capital structure 9- Dividend policy 10- Finance, ESG and Professional Codes of Conduct & Ethics
5th row	1- Scope and nature of corporate finance 2- Valuation of debt and equity 3- Security and portfolio analysis 4- Capital market efficiency 5- Asset pricing models and their applications

Common Values

Value	Count	Frequency (%)
Specific topics and materials based on current issues will initially be provided by the lecturer. Subsequently, these will be supplied by students themselves for group practice in group work sessions. Translation into the target language, summarising, and open writing will be practised throughout the year, preparing students for written communication in the target language.	12	0.2%
Independent creative practice with guidance from a supervisor who is necessarily a member of staff; in exceptional circumstances, a student might be supervised by a senior doctoral (registered PhD) student.	9	0.2%
The syllabus content will depend on what topic the student chooses.	7	0.1%
TBA	7	0.1%
The list of research topics available is issued in the summer term of the preceding academic year. Students should discuss the topic they are interested in with staff member supervising the topic.	7	0.1%
Over the course of the year, students will consider: 1. give advice and answer questions regarding how to read and prepare for seminar at a postgraduate level 2. how postgraduate writing differs from undergraduate writing 3. how to work effectively with dissertation supervisors 4. planning a career, including how to make best use of the Careers Service 5. thinking about a PhD or further study	7	0.1%
The exact nature of the project is research group dependent, but will encompass the students applying their existing theoretical skills to solving real-life chemical challenges. The student is hosted in the Principal Investigator’s laboratory and becomes part of the research team.	6	0.1%
Over the course of taught sessions and scheduled individual tutorials, students will look at a range of literary devices in order to develop their understanding of the tools and resources available to them as writers. Students will explore potential sources and resources, experiment with a variety of dictions and registers, and have the chance to move towards developing their work in response to seminars, tutorials, and independent study and practice.	6	0.1%
Students will undertake a single research project in the field of the degree programme studied. Projects will offer diverse experiences in research techniques and methods across the range of Research activities in the Faculty of Medicine Medical Sciences in collaboration with their own workplace environment. Choice of project rests with the student. From the outset the purpose of the project is to widen the students’ outlook to, and experience of, research. The project is intended to allow students from diverse backgrounds to sample areas of current research that are of interest to them in an active research environment and to help them make an informed choice about future career directions and/or help them progress within their chosen career. Students will be supported by the module leader and if appropriate it is highly recommended that students also have a workplace mentor.	5	0.1%
Over the course of taught sessions and scheduled individual tutorials, students will look at a range of poetry and poetic devices in order to develop their understanding of the tools and resources available to them as writers. Students will explore potential poetic sources and resources, experiment with a variety of dictions and registers, and have the chance to move towards developing their work in response to seminars, tutorials, and independent study and practice. Please see Module Guide for detail.	5	0.1%
Other values (4488)	4943	92.2%
(Missing)	345	6.4%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
and	34675	6.4%
the	26510	4.9%
of	22872	4.2%
to	11240	2.1%
in	9902	1.8%
•	7412	1.4%
a	7183	1.3%
will	6186	1.1%
	5432	1.0%
for	4145	0.8%
Other values (25944)	408047	75.1%

Most occurring characters

Value	Count	Frequency (%)
	514880	13.3%
e	345707	8.9%
i	265569	6.8%
t	254292	6.6%
n	252692	6.5%
a	244998	6.3%
o	230486	5.9%
s	214583	5.5%
r	193892	5.0%
l	142541	3.7%
Other values (126)	1220302	31.5%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	3022294	77.9%
Space Separator	514897	13.3%
Uppercase Letter	113453	2.9%
Control	94199	2.4%
Other Punctuation	86308	2.2%
Decimal Number	20498	0.5%
Dash Punctuation	12958	0.3%
Close Punctuation	6328	0.2%
Open Punctuation	5808	0.1%
Final Punctuation	2007	0.1%
Other values (7)	1192	< 0.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	345707	11.4%
i	265569	8.8%
t	254292	8.4%
n	252692	8.4%
a	244998	8.1%
o	230486	7.6%
s	214583	7.1%
r	193892	6.4%
l	142541	4.7%
c	132863	4.4%
Other values (37)	744671	24.6%

Uppercase Letter

Value	Count	Frequency (%)
T	13252	11.7%
S	11064	9.8%
C	9119	8.0%
I	7953	7.0%
P	7707	6.8%
A	7515	6.6%
E	6568	5.8%
M	6390	5.6%
D	5836	5.1%
R	5559	4.9%
Other values (19)	32490	28.6%

Other Punctuation

Value	Count	Frequency (%)
,	29996	34.8%
.	27595	32.0%
:	8781	10.2%
•	7765	9.0%
;	6970	8.1%
/	1967	2.3%
?	1022	1.2%
'	852	1.0%
&	775	0.9%
*	361	0.4%
Other values (9)	224	0.3%

Decimal Number

Value	Count	Frequency (%)
1	5293	25.8%
2	3489	17.0%
0	2245	11.0%
3	1991	9.7%
4	1821	8.9%
5	1356	6.6%
9	1206	5.9%
6	1196	5.8%
8	991	4.8%
7	910	4.4%

Control

Value	Count	Frequency (%)
	42671	45.3%
	42640	45.3%
	8886	9.4%
	1	< 0.1%
	1	< 0.1%

Math Symbol

Value	Count	Frequency (%)
+	150	69.1%
>	35	16.1%
=	31	14.3%
~	1	0.5%

Dash Punctuation

Value	Count	Frequency (%)
-	11525	88.9%
–	1417	10.9%
—	16	0.1%

Close Punctuation

Value	Count	Frequency (%)
)	6224	98.4%
]	103	1.6%
}	1	< 0.1%

Open Punctuation

Value	Count	Frequency (%)
(	5732	98.7%
[	75	1.3%
{	1	< 0.1%

Initial Punctuation

Value	Count	Frequency (%)
‘	758	79.0%
“	198	20.6%
«	4	0.4%

Space Separator

Value	Count	Frequency (%)
	514880	> 99.9%
	17	< 0.1%

Final Punctuation

Value	Count	Frequency (%)
’	1809	90.1%
”	198	9.9%

Modifier Symbol

Value	Count	Frequency (%)
^	7	87.5%
´	1	12.5%

Currency Symbol

Value	Count	Frequency (%)
£	3	100.0%

Other Number

Value	Count	Frequency (%)
½	2	100.0%

Other Symbol

Value	Count	Frequency (%)
®	1	100.0%

Connector Punctuation

Value	Count	Frequency (%)
_	1	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	3135747	80.8%
Common	744195	19.2%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	345707	11.0%
i	265569	8.5%
t	254292	8.1%
n	252692	8.1%
a	244998	7.8%
o	230486	7.4%
s	214583	6.8%
r	193892	6.2%
l	142541	4.5%
c	132863	4.2%
Other values (66)	858124	27.4%

Common

Value	Count	Frequency (%)
	514880	69.2%
	42671	5.7%
	42640	5.7%
,	29996	4.0%
.	27595	3.7%
-	11525	1.5%
	8886	1.2%
:	8781	1.2%
•	7765	1.0%
;	6970	0.9%
Other values (50)	42486	5.7%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	3867527	99.7%
Punctuation	12188	0.3%
None	227	< 0.1%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
	514880	13.3%
e	345707	8.9%
i	265569	6.9%
t	254292	6.6%
n	252692	6.5%
a	244998	6.3%
o	230486	6.0%
s	214583	5.5%
r	193892	5.0%
l	142541	3.7%
Other values (86)	1207887	31.2%

Punctuation

Value	Count	Frequency (%)
•	7765	63.7%
’	1809	14.8%
–	1417	11.6%
‘	758	6.2%
“	198	1.6%
”	198	1.6%
…	27	0.2%
—	16	0.1%

None

Value	Count	Frequency (%)
é	46	20.3%
ó	22	9.7%
è	20	8.8%
	17	7.5%
í	15	6.6%
á	14	6.2%
ü	12	5.3%
ô	10	4.4%
ö	8	3.5%
ç	8	3.5%
Other values (22)	55	24.2%

StudyAbroad
Categorical

Distinct	3
Distinct (%)	0.1%
Missing	0
Missing (%)	0.0%
Memory size	42.0 KiB

N	2614
Y	1614
C	1131

Length

Max length	1
Median length	1
Mean length	1
Min length	1

Characters and Unicode

Total characters	5359
Distinct characters	3
Distinct categories	1 ?
Distinct scripts	1 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	0 ?
Unique (%)	0.0%

Sample

1st row	Y
2nd row	Y
3rd row	C
4th row	Y
5th row	Y

Common Values

Value	Count	Frequency (%)
N	2614	48.8%
Y	1614	30.1%
C	1131	21.1%

Length

Histogram of lengths of the category

Common Values (Plot)

Value	Count	Frequency (%)
n	2614	48.8%
y	1614	30.1%
c	1131	21.1%

Most occurring characters

Value	Count	Frequency (%)
N	2614	48.8%
Y	1614	30.1%
C	1131	21.1%

Most occurring categories

Value	Count	Frequency (%)
Uppercase Letter	5359	100.0%

Most frequent character per category

Uppercase Letter

Value	Count	Frequency (%)
N	2614	48.8%
Y	1614	30.1%
C	1131	21.1%

Most occurring scripts

Value	Count	Frequency (%)
Latin	5359	100.0%

Most frequent character per script

Latin

Value	Count	Frequency (%)
N	2614	48.8%
Y	1614	30.1%
C	1131	21.1%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	5359	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
N	2614	48.8%
Y	1614	30.1%
C	1131	21.1%

IntendedKnowledgeOutcomes
Categorical

HIGH CARDINALITY MISSING

Distinct	4371
Distinct (%)	86.2%
Missing	286
Missing (%)	5.3%
Memory size	42.0 KiB

All areas of grammar, vocabulary and background knowledge related to the skills listed below.	61
By the end of the course, students will have gained knowledge in: - using complex lexical and grammatical structures in a range of advanced discourse types, both spoken and written - synthesising information from a variety of authentic sources, comprising extended aural and written input from a variety of demanding discourse types - extended writing in the target language, focusing particularly on argumentative and synthetic compositions in a formal professional and academic register - understanding, using and evaluating information from authentic audio-visual media sources - giving oral presentations, leading and taking part in critical discussions in the target language on a variety of controversial, topical issues, using appropriate range and register.	12
By the end of the course, students will have gained knowledge in: - The use of appropriate sentence and text structures, lexicon and register in a range of advanced discourse types - All areas of grammar, vocabulary and background knowledge related to the skills listed below	12
Students will acquire and strengthen their knowledge of a range of forms, techniques and thematic concerns and of a variety of perspectives from which these can be approached.	10
On completion of this module, students will have: 1. an understanding of specialist academic study skills 2. a better knowledge of the university’s career resources 3. an enhanced understanding of module materials	7
Other values (4366)	4971

Length

Max length	3616
Median length	1019
Mean length	511.904
Min length	26

Characters and Unicode

Total characters	2596889
Distinct characters	104
Distinct categories	13 ?
Distinct scripts	2 ?
Distinct blocks	3 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	3884 ?
Unique (%)	76.6%

Sample

1st row	At the end of this module students will be able to: • Demonstrate a conceptual understanding of business economics, and distinguish some difference from accounting concepts. • Analyse the economic aspects of the nature of competition and behaviour of firms in an industry, and appraise their implications for the competitive strategies and performance of businesses. • Apply economic techniques in managerial decision making, but also illustrate the limitations implicit in such techniques.
2nd row	By the end of the module students will be able to : - Demonstrate an understanding of the issues involved in designing and operating management accounting and control systems that require to serve diverse purposes. - Examine current research issues in management accounting.
3rd row	By the end of the module, students should be able to: Apply the requirements of Company Law and International Financial Reporting Standards concerning the format and content of company financial statements Assess and compare the effects of accounting policy choices on reported income, net assets and capital
4th row	By the end of the module students will be able to - Demonstrate critical understanding of theories and models in finance, and the way they are developed. - Evaluate the key financial decisions faced by a firm and how theories can inform practice. - Compare different approaches to solve financial problems and the ability to critically evaluate them under different circumstances. - Analyse, summarize and interpret academic research for financial decision making.
5th row	By the end of the module students will be able to - Demonstrate critical understanding of theories and models in finance, and the way they are developed. - Evaluate the key financial decisions faced by a firm and how theories can inform practice. - Compare different approaches to solve financial problems and the ability to critically evaluate them under different circumstances. - Analyse, summarize and interpret academic research for financial decision making.

Common Values

Value	Count	Frequency (%)
All areas of grammar, vocabulary and background knowledge related to the skills listed below.	61	1.1%
By the end of the course, students will have gained knowledge in: - using complex lexical and grammatical structures in a range of advanced discourse types, both spoken and written - synthesising information from a variety of authentic sources, comprising extended aural and written input from a variety of demanding discourse types - extended writing in the target language, focusing particularly on argumentative and synthetic compositions in a formal professional and academic register - understanding, using and evaluating information from authentic audio-visual media sources - giving oral presentations, leading and taking part in critical discussions in the target language on a variety of controversial, topical issues, using appropriate range and register.	12	0.2%
By the end of the course, students will have gained knowledge in: - The use of appropriate sentence and text structures, lexicon and register in a range of advanced discourse types - All areas of grammar, vocabulary and background knowledge related to the skills listed below	12	0.2%
Students will acquire and strengthen their knowledge of a range of forms, techniques and thematic concerns and of a variety of perspectives from which these can be approached.	10	0.2%
On completion of this module, students will have: 1. an understanding of specialist academic study skills 2. a better knowledge of the university’s career resources 3. an enhanced understanding of module materials	7	0.1%
• know in detail the research area(s) in which the work is based • understand research methods and processes	7	0.1%
Understanding of general academic skills required for academic study. Understanding of Economics-specific skills required for academic study.	7	0.1%
On completion of this module, students will have developed an advanced knowledge and understanding in one or more of the aspects of their discipline.	7	0.1%
On successful completion of this module, learners will be able to demonstrate: • Sound understanding of the relevant discipline areas to which the challenge applies • Appreciation of the interconnectedness of disciplines • Knowledge and understanding of how to apply tools and techniques to realise mutual objectives	6	0.1%
Students will acquire and strengthen their knowledge of a range of poetic forms, techniques and thematic concerns and of a variety of perspectives from which these can be approached. Students will gain the considered use of tone, register, structure, genre and audience in their own writing; as well as an understanding of editorial approaches and processes.	5	0.1%
Other values (4361)	4939	92.2%
(Missing)	286	5.3%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
of	26327	6.9%
and	25280	6.7%
the	24295	6.4%
to	12438	3.3%
in	7869	2.1%
•	6139	1.6%
a	6100	1.6%
understanding	4157	1.1%
knowledge	3933	1.0%
be	3883	1.0%
Other values (11986)	258719	68.2%

Most occurring characters

Value	Count	Frequency (%)
	359101	13.8%
e	250827	9.7%
t	183478	7.1%
n	178272	6.9%
a	172861	6.7%
i	166415	6.4%
o	154830	6.0%
s	137957	5.3%
r	121071	4.7%
l	97821	3.8%
Other values (94)	774256	29.8%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	2088192	80.4%
Space Separator	359101	13.8%
Control	52789	2.0%
Other Punctuation	43580	1.7%
Uppercase Letter	33383	1.3%
Decimal Number	8672	0.3%
Dash Punctuation	6065	0.2%
Close Punctuation	2456	0.1%
Open Punctuation	1652	0.1%
Final Punctuation	627	< 0.1%
Other values (3)	372	< 0.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	250827	12.0%
t	183478	8.8%
n	178272	8.5%
a	172861	8.3%
i	166415	8.0%
o	154830	7.4%
s	137957	6.6%
r	121071	5.8%
l	97821	4.7%
d	97530	4.7%
Other values (23)	527130	25.2%

Uppercase Letter

Value	Count	Frequency (%)
A	4483	13.4%
T	4045	12.1%
D	2573	7.7%
S	2528	7.6%
U	2214	6.6%
I	2013	6.0%
K	1989	6.0%
C	1845	5.5%
B	1820	5.5%
O	1790	5.4%
Other values (16)	8083	24.2%

Other Punctuation

Value	Count	Frequency (%)
.	15884	36.4%
,	12894	29.6%
•	6579	15.1%
:	3631	8.3%
;	2933	6.7%
/	861	2.0%
'	319	0.7%
*	192	0.4%
&	154	0.4%
?	97	0.2%
Other values (4)	36	0.1%

Decimal Number

Value	Count	Frequency (%)
1	2047	23.6%
2	1816	20.9%
3	1496	17.3%
4	1016	11.7%
5	675	7.8%
0	473	5.5%
6	418	4.8%
7	261	3.0%
8	242	2.8%
9	228	2.6%

Math Symbol

Value	Count	Frequency (%)
>	36	49.3%
+	23	31.5%
<	10	13.7%
~	3	4.1%
=	1	1.4%

Control

Value	Count	Frequency (%)
	23645	44.8%
	23634	44.8%
	5510	10.4%

Dash Punctuation

Value	Count	Frequency (%)
-	5850	96.5%
–	203	3.3%
—	12	0.2%

Close Punctuation

Value	Count	Frequency (%)
)	2411	98.2%
]	45	1.8%

Open Punctuation

Value	Count	Frequency (%)
(	1615	97.8%
[	37	2.2%

Final Punctuation

Value	Count	Frequency (%)
’	564	90.0%
”	63	10.0%

Initial Punctuation

Value	Count	Frequency (%)
‘	236	80.0%
“	59	20.0%

Space Separator

Value	Count	Frequency (%)
	359101	100.0%

Connector Punctuation

Value	Count	Frequency (%)
_	4	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	2121575	81.7%
Common	475314	18.3%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	250827	11.8%
t	183478	8.6%
n	178272	8.4%
a	172861	8.1%
i	166415	7.8%
o	154830	7.3%
s	137957	6.5%
r	121071	5.7%
l	97821	4.6%
d	97530	4.6%
Other values (49)	560513	26.4%

Common

Value	Count	Frequency (%)
	359101	75.6%
	23645	5.0%
	23634	5.0%
.	15884	3.3%
,	12894	2.7%
•	6579	1.4%
-	5850	1.2%
	5510	1.2%
:	3631	0.8%
;	2933	0.6%
Other values (35)	15653	3.3%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	2589142	99.7%
Punctuation	7725	0.3%
None	22	< 0.1%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
	359101	13.9%
e	250827	9.7%
t	183478	7.1%
n	178272	6.9%
a	172861	6.7%
i	166415	6.4%
o	154830	6.0%
s	137957	5.3%
r	121071	4.7%
l	97821	3.8%
Other values (78)	766509	29.6%

Punctuation

Value	Count	Frequency (%)
•	6579	85.2%
’	564	7.3%
‘	236	3.1%
–	203	2.6%
”	63	0.8%
“	59	0.8%
—	12	0.2%
…	9	0.1%

None

Value	Count	Frequency (%)
é	9	40.9%
·	7	31.8%
è	1	4.5%
ö	1	4.5%
ü	1	4.5%
á	1	4.5%
í	1	4.5%
ó	1	4.5%

IntendedSkillOutcomes
Categorical

HIGH CARDINALITY MISSING UNIFORM

Distinct	4346
Distinct (%)	86.1%
Missing	314
Missing (%)	5.9%
Memory size	42.0 KiB

Students will develop the confidence to experiment with their own work and to produce considered and disciplined revision of their work. They will learn to read and evaluate the work of other writers and to evaluate and develop their own writing in the context of this, as well as to receive and incorporate constructive feedback.	10
Development of associated skills in research, critical reading and reasoning, sustained discussion and appropriate presentation of the results.	9
To learn adaptability and flexibility in living and studying in a different country.	8
Ability to understand good academic practice.	7
Subject Specific or Professional Skills 1 Increased confidence in laboratory work Cognitive or Intellectual Skills 2 Able to draw conclusions from results 3 Ability to interpret results and modify future work on the basis of this interpretation Key Skills 4 Able to plan project work effectively 5 Able to find and abstract information from primary research sources 6 Able to record labwork and data accurately 7 Able to communicate the essence of the work and results in written and oral form	7
Other values (4341)	5004

Length

Max length	3839
Median length	1065
Mean length	511.09693
Min length	26

Characters and Unicode

Total characters	2578484
Distinct characters	100
Distinct categories	14 ?
Distinct scripts	2 ?
Distinct blocks	3 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	3814 ?
Unique (%)	75.6%

Sample

1st row	At the end of this module students will be able to: • Develop independent learning to prepare a written report. • Develop quantitative skills to practice the using of statistical software, employ the appropriate models to analyse the data, and interpret the empirical findings. • Analyse different market structures and equilibrium outcomes in each of them.
2nd row	By the end of the module students will be able to: - Manipulate data into relevant management accounting and control information for planning, decision-making and control - Interpret management accounting and control information
3rd row	By the end of the module, students should be able to: Prepare and interpret published financial statements of limited companies in accordance with IFRS
4th row	By the end of the module students will acquire the following skills: - Quantitative skills in financial analysis and projections - Critical discussion with evidence - Effective communication - Solve structured and unstructured problems
5th row	1. Financial Analysis 2. Critical evaluation of arguments and evidence 3. Drawing conclusions from problems

Common Values

Value	Count	Frequency (%)
Students will develop the confidence to experiment with their own work and to produce considered and disciplined revision of their work. They will learn to read and evaluate the work of other writers and to evaluate and develop their own writing in the context of this, as well as to receive and incorporate constructive feedback.	10	0.2%
Development of associated skills in research, critical reading and reasoning, sustained discussion and appropriate presentation of the results.	9	0.2%
To learn adaptability and flexibility in living and studying in a different country.	8	0.1%
Ability to understand good academic practice.	7	0.1%
Subject Specific or Professional Skills 1 Increased confidence in laboratory work Cognitive or Intellectual Skills 2 Able to draw conclusions from results 3 Ability to interpret results and modify future work on the basis of this interpretation Key Skills 4 Able to plan project work effectively 5 Able to find and abstract information from primary research sources 6 Able to record labwork and data accurately 7 Able to communicate the essence of the work and results in written and oral form	7	0.1%
On completion of this module, students will have had opportunities to enhance their skills in the generation, interpretation and use of data relevant to their discipline. In particular, they will have: (a) critically assessed the value of data and other information on a topic; (b) formulated or recognised key hypotheses, and identified key data/information which would allow these hypotheses to be tested; (c) in many cases, generated such data, through field, laboratory, or other means, and (d) presented and summarised such data, and critically appraised their significance, using appropriate numerical and other techniques.	7	0.1%
Speaking: To develop further the skill of speaking so that by the end of the module students will feel confident about communicating with native speakers. This will go beyond dealing with everyday situations – students will be expected to express their views on more complex topics. Listening: To reinforce the students’ listening skills by regularly listening to (mostly) authentic broadcasts from the radio and television (this could include interviews, reports or film extracts). Writing: To reinforce the students’ ability to write reports, essays and letters in the foreign language. Reading: To reinforce the students’ reading skills through a variety of more complex authentic materials than studied previously in the target language. Gammar/Vocabulary: • To further their command of grammar and to introduce and practise more complex structures • To help expan their vocabulary to areas which go beyond basic “everyday use” of the foreign language	7	0.1%
Speaking: Talking about yourself; Asking for/giving directions; Comparing products and services; Socialising. Listening: Students should be able to understand native speakers in situations similar to those listed above, provided that they speak fairly slowly, addressing you directly and with a reasonable clear accent. They will also become familiar with the most common phrases in telephone conversations and be able to achieve a basic level of comprehension when listening to simple off-air material. Writing: Students should be able to write simple compositions based on topics and situations listed above such a short notes, and informal letters to friends, and simple formal letters asking for information. Reading: Students will be able to understand relevant information from short newspaper reports, brochures, letters, basic regulations, publicity materials, etc. Cognitive/intellectual skills: Students will learn: - To understand the functions and structures of a foreign language at Elementary level. - To locate and make use of materials appropriate for this level other than those provided by the teacher. - To evaluate their own performance - To apply a range of strategies for language learning appropriate for this level.	6	0.1%
On completion of this module, learners will be able to: • Lead cross-disciplinary teams and demonstrate appreciation of different disciplinary specialisms • Demonstrate curiosity in the pursuit of solutions to grand challenges • Be confident in dealing with ambiguity and uncertainty	6	0.1%
Opportunities are afforded to develop the following subject-specific skills: ISO1 - The ability to use library and web-based resources to research the selected topic. ISO2 - The ability to plan and manage a self-directed research or design project. ISO3 - The ability to write a journal paper and associated supporting materials.	5	0.1%
Other values (4336)	4973	92.8%
(Missing)	314	5.9%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
and	25196	6.7%
to	18667	5.0%
the	15849	4.2%
of	15032	4.0%
in	8569	2.3%
a	7204	1.9%
•	6616	1.8%
skills	4969	1.3%
	4254	1.1%
be	4186	1.1%
Other values (9369)	264881	70.6%

Most occurring characters

Value	Count	Frequency (%)
	352229	13.7%
e	242301	9.4%
t	183621	7.1%
a	177279	6.9%
i	174745	6.8%
n	167113	6.5%
o	145786	5.7%
s	137656	5.3%
r	125128	4.9%
l	113492	4.4%
Other values (90)	759134	29.4%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	2063909	80.0%
Space Separator	352229	13.7%
Control	60924	2.4%
Other Punctuation	46406	1.8%
Uppercase Letter	33671	1.3%
Decimal Number	8505	0.3%
Dash Punctuation	7295	0.3%
Close Punctuation	2781	0.1%
Open Punctuation	2045	0.1%
Final Punctuation	539	< 0.1%
Other values (4)	180	< 0.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	242301	11.7%
t	183621	8.9%
a	177279	8.6%
i	174745	8.5%
n	167113	8.1%
o	145786	7.1%
s	137656	6.7%
r	125128	6.1%
l	113492	5.5%
c	83938	4.1%
Other values (17)	512850	24.8%

Uppercase Letter

Value	Count	Frequency (%)
T	4519	13.4%
S	4400	13.1%
A	4005	11.9%
C	2952	8.8%
D	2450	7.3%
I	2403	7.1%
O	1837	5.5%
B	1782	5.3%
E	1616	4.8%
P	1537	4.6%
Other values (16)	6170	18.3%

Other Punctuation

Value	Count	Frequency (%)
.	16565	35.7%
,	13368	28.8%
•	6990	15.1%
:	4455	9.6%
;	3173	6.8%
/	1112	2.4%
*	301	0.6%
'	177	0.4%
&	147	0.3%
?	63	0.1%
Other values (4)	55	0.1%

Decimal Number

Value	Count	Frequency (%)
1	1959	23.0%
2	1758	20.7%
3	1439	16.9%
4	1059	12.5%
5	783	9.2%
6	524	6.2%
7	378	4.4%
8	243	2.9%
0	199	2.3%
9	163	1.9%

Math Symbol

Value	Count	Frequency (%)
>	38	67.9%
<	10	17.9%
+	4	7.1%
~	4	7.1%

Control

Value	Count	Frequency (%)
	27613	45.3%
	27574	45.3%
	5737	9.4%

Dash Punctuation

Value	Count	Frequency (%)
-	7060	96.8%
–	217	3.0%
—	18	0.2%

Close Punctuation

Value	Count	Frequency (%)
)	2718	97.7%
]	59	2.1%
}	4	0.1%

Open Punctuation

Value	Count	Frequency (%)
(	1992	97.4%
[	49	2.4%
{	4	0.2%

Final Punctuation

Value	Count	Frequency (%)
’	518	96.1%
”	21	3.9%

Initial Punctuation

Value	Count	Frequency (%)
‘	94	83.9%
“	18	16.1%

Space Separator

Value	Count	Frequency (%)
	352229	100.0%

Currency Symbol

Value	Count	Frequency (%)
$	8	100.0%

Modifier Symbol

Value	Count	Frequency (%)
^	4	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	2097580	81.3%
Common	480904	18.7%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	242301	11.6%
t	183621	8.8%
a	177279	8.5%
i	174745	8.3%
n	167113	8.0%
o	145786	7.0%
s	137656	6.6%
r	125128	6.0%
l	113492	5.4%
c	83938	4.0%
Other values (43)	546521	26.1%

Common

Value	Count	Frequency (%)
	352229	73.2%
	27613	5.7%
	27574	5.7%
.	16565	3.4%
,	13368	2.8%
-	7060	1.5%
•	6990	1.5%
	5737	1.2%
:	4455	0.9%
;	3173	0.7%
Other values (37)	16140	3.4%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	2570567	99.7%
Punctuation	7880	0.3%
None	37	< 0.1%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
	352229	13.7%
e	242301	9.4%
t	183621	7.1%
a	177279	6.9%
i	174745	6.8%
n	167113	6.5%
o	145786	5.7%
s	137656	5.4%
r	125128	4.9%
l	113492	4.4%
Other values (80)	751217	29.2%

Punctuation

Value	Count	Frequency (%)
•	6990	88.7%
’	518	6.6%
–	217	2.8%
‘	94	1.2%
”	21	0.3%
—	18	0.2%
“	18	0.2%
…	4	0.1%

None

Value	Count	Frequency (%)
·	34	91.9%
é	3	8.1%

GraduateSkillsFrameworkApplicable
Boolean

HIGH CORRELATION IMBALANCE

Distinct	2
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	5.4 KiB

False	5142
True	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
True	217	4.0%

CriticalThinking
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

DataSynthesis
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

ActiveLearning
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

Numeracy
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

Literacy
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

SelfAwarenessAndReflection
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

InnovationAndCreativity
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

Initiative
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

Independence
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

Adaptability
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

ProblemSolving
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

Budgeting
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

Oral
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

ForeignLanguages
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

Interpersonal
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

WrittenOther
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

Collaboration
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

RelationshipBuilding
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

Leadership
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

Negotiation
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

PeerAssessmentReview
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

OccupationalAwareness
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

MarketAwareness
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

GovernanceAwareness
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

FinancialAwareness
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

BusinessPlanning
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

EthicalAwareness
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

SocialCulturalGlobalAwareness
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

LegalAwareness
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

SourceMaterials
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

SynthesiseAndPresentMaterials
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

UseOfComputerApplications
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

GoalSettingAndActionPlanning
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

DecisionMaking
Boolean

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	217
Missing (%)	4.0%
Memory size	10.6 KiB

False	5142
(Missing)	217

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5142	96.0%
(Missing)	217	4.0%

TeachingRationaleAndRelationship
Categorical

HIGH CARDINALITY MISSING

Distinct	4098
Distinct (%)	81.6%
Missing	339
Missing (%)	6.3%
Memory size	42.0 KiB

Lectures are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on marked work. Problem Classes are used to help develop the students’ abilities at applying the theory to solving problems.	68
1. Teaching in the language seminars will focus on communication skills. Grammar will be taught systematically to enable students to produce and manipulate the foreign language. Use of the target language will be made as much as possible to develop listening skills. All four skills: listening, reading, writing and speaking are fully integrated in the language seminars and associated work and preparation, and will be tested equally. 2. Independent learning and learner autonomy are further developed through online guided tasks, pair and group work, assessment preparation and completion, and self-study at home, via the University’s Virtual Learning Environment (VLE) and in the Language Resource Centre. Particular initiative is expected from students, e.g. course participants will be asked to contribute their own materials to the classes and activities. 3. Depending on numbers we may be able to offer one online only group and the Teaching Activities will differ as follows. Scheduled Learning and Teaching Activities / Small group teaching / 11 weeks / 2 hours weekly / 22 hours / Online synchronous language seminars	65
This is a dummy MOF set up primarily for HESA purposes. The information in this section may not be current and does not provide the detail required of a normal MOF. This information should not be downloaded and used, instead information in relation to teaching activities and assessments should be sourced by contacting the relevant school.	28
Lectures are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on marked work.	22
Non-synchronous online materials are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on assessed work. Present-in-person and synchronous online sessions are used to help develop the students’ abilities at applying the theory to solving problems and to identify and resolve specific queries raised by students, and to allow students to receive individual feedback on marked work. Students who cannot attend a present-in-person session will be provided with an alternative activity allowing them to access the learning outcomes of that session. In addition, office hours/discussion board activity will provide an opportunity for more direct contact between individual students and the lecturer: a typical student might spend a total of one or two hours over the course of the module, either individually or as part of a group. Alternatives will be offered to students unable to be present-in-person due to the prevailing C-19 circumstances. Student’s should consult their individual timetable for up-to-date delivery information.	14
Other values (4093)	4823

Length

Max length	4000
Median length	1530
Mean length	747.71932
Min length	42

Characters and Unicode

Total characters	3753551
Distinct characters	107
Distinct categories	15 ?
Distinct scripts	2 ?
Distinct blocks	3 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	3628 ?
Unique (%)	72.3%

Sample

1st row	Formal lecture materials are used to explain the issues, and to introduce concepts and techniques. Seminar sessions are held throughout the year, designed to be both explanatory and interactive and offering the opportunity to explore issues raised in lectures. Students have the opportunity to develop and practise key skills in these sessions. Students are able to judge their progress in the module through these sessions.
2nd row	Lectures materials are used to explain relevant issues and to introduce appropriate concepts and techniques. Seminars are used to enable students to apply and develop skills in an interactive environment.
3rd row	Lecture material introduces the course material to students, and concentrates upon some of the more challenging aspects of financial reporting. Students are given a programme of required reading to supplement the lecture materials and are encouraged to attempt questions as well as reading around subjects as widely as possible. The synchronous sessions consolidate the course material by allowing students to tackle problems in a small group environment, where the seminar leader is available to provide explanations and give extra help as required. The practice questions set will help students to develop problem-solving, numeracy and written-communication skills. The synchronous sessions are designed to encourage discussion by probing the implications of alternative accounting policy choices and trends in financial reporting. Students are required to attend synchronous seminar sessions with their attempts at set questions ready to discuss these with the rest of the group.
4th row	Lecture materials are designed to provide an introduction and exposition of key models, research and financial decisions Private study enables students to develop this in more detail. Scehduled contact time provides an opportunity for students to work individually and in groups to discuss reading and work through problem questions. Group sessions provide an opportunity for students to develop their problem solving skills
5th row	Lectures are designed to provide an introduction and exposition of key models, research and financial decisions [A1] Private study enables students to develop this in more detail. Seminars provide an opportunity for students to work individually and in groups to discuss reading and work through problem questions. [B1-B3]. Group feedback sessions provide an opportunity for students to develop their problem solving skills [B1] - [B3]

Common Values

Value	Count	Frequency (%)
Lectures are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on marked work. Problem Classes are used to help develop the students’ abilities at applying the theory to solving problems.	68	1.3%
1. Teaching in the language seminars will focus on communication skills. Grammar will be taught systematically to enable students to produce and manipulate the foreign language. Use of the target language will be made as much as possible to develop listening skills. All four skills: listening, reading, writing and speaking are fully integrated in the language seminars and associated work and preparation, and will be tested equally. 2. Independent learning and learner autonomy are further developed through online guided tasks, pair and group work, assessment preparation and completion, and self-study at home, via the University’s Virtual Learning Environment (VLE) and in the Language Resource Centre. Particular initiative is expected from students, e.g. course participants will be asked to contribute their own materials to the classes and activities. 3. Depending on numbers we may be able to offer one online only group and the Teaching Activities will differ as follows. Scheduled Learning and Teaching Activities / Small group teaching / 11 weeks / 2 hours weekly / 22 hours / Online synchronous language seminars	65	1.2%
This is a dummy MOF set up primarily for HESA purposes. The information in this section may not be current and does not provide the detail required of a normal MOF. This information should not be downloaded and used, instead information in relation to teaching activities and assessments should be sourced by contacting the relevant school.	28	0.5%
Lectures are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on marked work.	22	0.4%
Non-synchronous online materials are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on assessed work. Present-in-person and synchronous online sessions are used to help develop the students’ abilities at applying the theory to solving problems and to identify and resolve specific queries raised by students, and to allow students to receive individual feedback on marked work. Students who cannot attend a present-in-person session will be provided with an alternative activity allowing them to access the learning outcomes of that session. In addition, office hours/discussion board activity will provide an opportunity for more direct contact between individual students and the lecturer: a typical student might spend a total of one or two hours over the course of the module, either individually or as part of a group. Alternatives will be offered to students unable to be present-in-person due to the prevailing C-19 circumstances. Student’s should consult their individual timetable for up-to-date delivery information.	14	0.3%
Lectures will be used to introduce the learning material and for demonstrating the key concepts by example. Students are expected to follow-up lectures within a few days by re-reading and annotating lecture notes to aid deep learning. This is a very practical subject, and it is important that the learning materials are supported by hands-on opportunities provided by practical classes. Students are expected to spend time on coursework outside timetabled practical classes. Students aiming for 1st class marks are expected to widen their knowledge beyond the content of lecture notes through background reading. Students should set aside sufficient time to revise for the end of semester exam.	13	0.2%
Lectures are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on marked work. Problem Classes are used to help develop the students’ abilities at applying the theory to solving problems. Tutorials are used to identify and resolve specific queries raised by students and to allow students to receive individual feedback on marked work. In addition, office hours (two per week) will provide an opportunity for more direct contact between individual students and the lecturer: a typical student might spend a total of one or two hours over the course of the module, either individually or as part of a group.	12	0.2%
Live-synchronous small group tutorials provides students with guidance and direction on their design project assignments. Workshops provide the weekly induction for tasks. Additional recorded lecture material is available for non-synchronous learning and an opportunity to revisit contents. A major part of student hours is dedicated for practical project work to allow progress on design project assignments. Drop-in/surgery provide students an opportunity for personal tutorials.	12	0.2%
Lectures are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on marked work. Problem Classes are used to help develop the students’ abilities at applying the theory to solving problems. Tutorials are used to identify and resolve specific queries raised by students and to allow students to receive individual feedback on marked work. In addition, office hours (two per week) will provide an opportunity for more direct contact between individual students and the lecturer.	11	0.2%
Language classes will introduce, model and offer guidance in each of the skills that students are required to practise during the course (including summary and commentary writing, intensive reading, taking part in critical discussions, and translation into the foreign language). Group work will offer students an opportunity to work in small groups (in the target language) under close supervision of the lecturer. These classes will focus on the skills listed in the outline syllabus. Teaching will be mostly in the target language. Work requirements: - researching materials for oral presentation and discussion - writing critical discussions and summaries in the target language - practising and revising advanced vocabulary and grammar	9	0.2%
Other values (4088)	4766	88.9%
(Missing)	339	6.3%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
and	32191	5.9%
the	32087	5.8%
to	21833	4.0%
of	17985	3.3%
in	11706	2.1%
will	11357	2.1%
students	10249	1.9%
a	7721	1.4%
for	6675	1.2%
be	6554	1.2%
Other values (9866)	391308	71.2%

Most occurring characters

Value	Count	Frequency (%)
	542969	14.5%
e	386199	10.3%
t	270888	7.2%
i	245455	6.5%
n	238268	6.3%
s	227994	6.1%
a	224422	6.0%
o	213145	5.7%
r	196671	5.2%
l	150442	4.0%
Other values (97)	1057098	28.2%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	3061808	81.6%
Space Separator	542975	14.5%
Other Punctuation	51366	1.4%
Uppercase Letter	44503	1.2%
Control	26425	0.7%
Dash Punctuation	10156	0.3%
Decimal Number	7399	0.2%
Close Punctuation	3478	0.1%
Open Punctuation	3285	0.1%
Final Punctuation	1657	< 0.1%
Other values (5)	499	< 0.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	386199	12.6%
t	270888	8.8%
i	245455	8.0%
n	238268	7.8%
s	227994	7.4%
a	224422	7.3%
o	213145	7.0%
r	196671	6.4%
l	150442	4.9%
d	148480	4.8%
Other values (22)	759844	24.8%

Uppercase Letter

Value	Count	Frequency (%)
T	9744	21.9%
S	6828	15.3%
L	3836	8.6%
I	3049	6.9%
P	2836	6.4%
A	2821	6.3%
C	2038	4.6%
O	1673	3.8%
E	1598	3.6%
D	1258	2.8%
Other values (16)	8822	19.8%

Other Punctuation

Value	Count	Frequency (%)
.	25223	49.1%
,	19800	38.5%
/	1847	3.6%
:	1554	3.0%
;	1077	2.1%
•	631	1.2%
'	571	1.1%
&	320	0.6%
?	157	0.3%
*	70	0.1%
Other values (7)	116	0.2%

Decimal Number

Value	Count	Frequency (%)
1	2286	30.9%
2	1706	23.1%
3	803	10.9%
0	737	10.0%
4	500	6.8%
5	413	5.6%
9	300	4.1%
6	290	3.9%
8	222	3.0%
7	142	1.9%

Math Symbol

Value	Count	Frequency (%)
=	60	75.0%
+	17	21.2%
>	2	2.5%
~	1	1.2%

Control

Value	Count	Frequency (%)
	12959	49.0%
	12950	49.0%
	516	2.0%

Space Separator

Value	Count	Frequency (%)
	542969	> 99.9%
	6	< 0.1%

Dash Punctuation

Value	Count	Frequency (%)
-	9954	98.0%
–	202	2.0%

Close Punctuation

Value	Count	Frequency (%)
)	3463	99.6%
]	15	0.4%

Open Punctuation

Value	Count	Frequency (%)
(	3270	99.5%
[	15	0.5%

Final Punctuation

Value	Count	Frequency (%)
’	1557	94.0%
”	100	6.0%

Initial Punctuation

Value	Count	Frequency (%)
‘	311	75.7%
“	100	24.3%

Connector Punctuation

Value	Count	Frequency (%)
_	4	100.0%

Modifier Symbol

Value	Count	Frequency (%)
`	3	100.0%

Other Number

Value	Count	Frequency (%)
½	1	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	3106311	82.8%
Common	647240	17.2%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	386199	12.4%
t	270888	8.7%
i	245455	7.9%
n	238268	7.7%
s	227994	7.3%
a	224422	7.2%
o	213145	6.9%
r	196671	6.3%
l	150442	4.8%
d	148480	4.8%
Other values (48)	804347	25.9%

Common

Value	Count	Frequency (%)
	542969	83.9%
.	25223	3.9%
,	19800	3.1%
	12959	2.0%
	12950	2.0%
-	9954	1.5%
)	3463	0.5%
(	3270	0.5%
1	2286	0.4%
/	1847	0.3%
Other values (39)	12519	1.9%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	3750624	99.9%
Punctuation	2905	0.1%
None	22	< 0.1%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
	542969	14.5%
e	386199	10.3%
t	270888	7.2%
i	245455	6.5%
n	238268	6.4%
s	227994	6.1%
a	224422	6.0%
o	213145	5.7%
r	196671	5.2%
l	150442	4.0%
Other values (81)	1054171	28.1%

Punctuation

Value	Count	Frequency (%)
’	1557	53.6%
•	631	21.7%
‘	311	10.7%
–	202	7.0%
”	100	3.4%
“	100	3.4%
…	4	0.1%

None

Value	Count	Frequency (%)
	6	27.3%
é	4	18.2%
ñ	3	13.6%
·	3	13.6%
ó	2	9.1%
à	1	4.5%
½	1	4.5%
á	1	4.5%
ô	1	4.5%

AssessmentRationaleAndRelationship
Categorical

HIGH CARDINALITY MISSING

Distinct	4286
Distinct (%)	83.5%
Missing	224
Missing (%)	4.2%
Memory size	42.0 KiB

A substantial formal unseen examination is appropriate for the assessment of the material in this module. The coursework assignments allow the students to develop their problem solving techniques, to practise the methods learnt in the module, to assess their progress and to receive feedback; these assessments have a secondary formative purpose as well as their primary summative purpose. In the event of on-campus examinations not being possible, an on-line alternative assessment will be used for written examination 1.	66
The portfolio will help students assess their progress and identify their strengths and areas for improvement. It will test student’s ability to communicate effectively, identify relevant information and produce a structured text in the target language.	64
Dummy assessment for SAP upload (see NESS for actual assessment)	62
There is no assessment for this module	46
A substantial formal examination is appropriate for the assessment of the material in this module. The course assessments will allow the students to develop their problem solving techniques, to practise the methods learnt in the module, to assess their progress and to receive feedback; these assessments have a secondary formative purpose as well as their primary summative purpose.	25
Other values (4281)	4872

Length

Max length	3998
Median length	1660
Mean length	716.31899
Min length	19

Characters and Unicode

Total characters	3678298
Distinct characters	103
Distinct categories	14 ?
Distinct scripts	2 ?
Distinct blocks	3 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	3890 ?
Unique (%)	75.8%

Sample

1st row	Formal examination tests the students' intended knowledge outcomes and their ability to write about specific models/issues and solve numerical problems. The 1200 word report provides an opportunity for students to demonstrate their business knowledge and written communication (report writing) skills. In the case of an alternative semester 2 assessment (worth 75% of the overall module mark) being necessary due to circumstances, the module leader will in the first instance consult with the DPD as to the requirements of the professional accrediting body to discuss possible acceptable alternatives. In 2020/21 this alternative was a 24 hour take home exam delivered online, and it is envisioned that if circumstances do not allow a present-in-person timed exam at the end of semester 2, and the professional body agrees, than this may well be an example of the type of alternative assessment which could be put in place.
2nd row	The formal examination tests students' intended knowledge and skills outcomes, in particular the framing of data into relevant management accounting and control information and the use and interpretation of this information. The assessment scheme examines students on set problems of management accounting and control systems as applied to planning, decision-making and control. The group project tests students on the application of management accounting and control systems by use of an extended problem/short case incorporating features of real-world complexity. Self and peer review will take place after the report, and individuals will receive the group mark adjusted according to self and peer review i.e. their own and their team members’ assessment of each other’s contributions to report. Each team is to keep a log of its meetings, which should be handed in with the report itself. The module leader retains the right to adjust individual marks where it is deemed necessary in the interests of fairness.
3rd row	The semester 2 written examination tests the students' intended knowledge and skills outcomes, in particular their ability to write succinct essays and solve numerical problems, covering content from both semesters. The semester 1 MCQ examination will provide an assessment of students' core knowledge of IFRS standards covered in semester 1. In the case of an alternative semester 2 assessment (worth 75% of the overall module mark) being necessary due to circumstances, the module leader will in the first instance consult with the DPD as to the requirements of the professional accrediting body to discuss possible acceptable alternatives. In 2020/21 this alternative was a 24 hour take home exam delivered online, and it is envisioned that if circumstances do not allow a present-in-person timed exam at the end of semester 2, and the professional body agrees, than this may well be an example of the type of alternative assessment which could be put in place.
4th row	The formal examination assesses the students' intended knowledge and skills outcomes as well as problem solving, numeracy and written communication skills. For 2022/23 onwards it is the intention of the module team to move the Inspera digital exams platform for an in-person digital 3 hour closed book exam. Should this not be possible, the exam will remain as a written 3 hour closed book exam. In the case of an alternative semester 2 assessment being necessary due to circumstances, the module leader will in the first instance consult with the DPD as to the requirements of the professional accrediting body to discuss possible acceptable alternatives. In 2020/21 this alternative was a 24 hour take home exam delivered online, and it is envisioned that if circumstances do not allow a present-in-person timed exam (digital or written) at the end of semester 2, and the professional body agrees, than this may well be an example of the type of alternative assessment which could be put in place.
5th row	The examination assesses the students' intended knowledge and skills outcomes as well as problem solving and numeracy skills.

Common Values

Value	Count	Frequency (%)
A substantial formal unseen examination is appropriate for the assessment of the material in this module. The coursework assignments allow the students to develop their problem solving techniques, to practise the methods learnt in the module, to assess their progress and to receive feedback; these assessments have a secondary formative purpose as well as their primary summative purpose. In the event of on-campus examinations not being possible, an on-line alternative assessment will be used for written examination 1.	66	1.2%
The portfolio will help students assess their progress and identify their strengths and areas for improvement. It will test student’s ability to communicate effectively, identify relevant information and produce a structured text in the target language.	64	1.2%
Dummy assessment for SAP upload (see NESS for actual assessment)	62	1.2%
There is no assessment for this module	46	0.9%
A substantial formal examination is appropriate for the assessment of the material in this module. The course assessments will allow the students to develop their problem solving techniques, to practise the methods learnt in the module, to assess their progress and to receive feedback; these assessments have a secondary formative purpose as well as their primary summative purpose.	25	0.5%
This is a dummy MOF set up primarily for HESA purposes. The information in this section may not be current and does not provide the detail required of a normal MOF. This information should not be downloaded and used, instead information in relation to teaching activities and assessments should be sourced by contacting the relevant school.	19	0.4%
The post module assignments are an appropriate way to assess both theoretical knowledge and understanding and problem solving skills under time-constraint as required in industry. They enable a more realistic engineering design problem to be set and will also assess data and information acquisition and evaluation skills.	16	0.3%
Students demonstrate acquisition of knowledge and skills through the submission of their creative work and further demonstrate their understanding of their own creative practice through the accompanying essayistic work.	10	0.2%
Mode of assessment will vary according to the nature of the project, but will be established and agreed in writing at an early stage in discussions between student and supervisor. Typically it might be a performance or performances, a portfolio of scores or an anthology of recordings or other media products, or some combination of these. An assessment timetable, with a programme of ‘milestones’ (either formative or summative, depending on the nature of the project), will also be agreed.	9	0.2%
A substantial formal unseen examination is appropriate for the assessment of the material in this module. The coursework assignments allow the students to develop their problem solving techniques, to practise the methods learnt in the module, to assess their progress and to receive feedback; these assessments have a secondary formative purpose as well as their primary summative purpose.	8	0.1%
Other values (4276)	4810	89.8%
(Missing)	224	4.2%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
the	42706	7.7%
and	24706	4.4%
to	22939	4.1%
of	21637	3.9%
in	11977	2.2%
a	11391	2.0%
will	9923	1.8%
students	9075	1.6%
their	7129	1.3%
be	6768	1.2%
Other values (9760)	388050	69.8%

Most occurring characters

Value	Count	Frequency (%)
	547711	14.9%
e	388754	10.6%
t	287060	7.8%
s	251045	6.8%
a	230499	6.3%
i	218759	5.9%
n	218333	5.9%
o	207407	5.6%
r	178423	4.9%
l	136771	3.7%
Other values (93)	1013536	27.6%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	2966047	80.6%
Space Separator	547714	14.9%
Other Punctuation	49871	1.4%
Uppercase Letter	47802	1.3%
Control	31874	0.9%
Decimal Number	17020	0.5%
Dash Punctuation	6790	0.2%
Close Punctuation	4123	0.1%
Open Punctuation	3917	0.1%
Final Punctuation	2629	0.1%
Other values (4)	511	< 0.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	388754	13.1%
t	287060	9.7%
s	251045	8.5%
a	230499	7.8%
i	218759	7.4%
n	218333	7.4%
o	207407	7.0%
r	178423	6.0%
l	136771	4.6%
d	129183	4.4%
Other values (18)	719813	24.3%

Uppercase Letter

Value	Count	Frequency (%)
T	13719	28.7%
S	5467	11.4%
A	3641	7.6%
E	3111	6.5%
I	3034	6.3%
P	2128	4.5%
C	2038	4.3%
F	1878	3.9%
M	1761	3.7%
O	1512	3.2%
Other values (16)	9513	19.9%

Other Punctuation

Value	Count	Frequency (%)
.	23916	48.0%
,	17235	34.6%
:	1944	3.9%
;	1765	3.5%
/	1501	3.0%
'	1244	2.5%
%	1158	2.3%
•	596	1.2%
*	198	0.4%
&	175	0.4%
Other values (6)	139	0.3%

Decimal Number

Value	Count	Frequency (%)
0	4881	28.7%
1	4064	23.9%
2	3545	20.8%
5	1357	8.0%
3	1180	6.9%
4	929	5.5%
8	317	1.9%
6	309	1.8%
7	287	1.7%
9	151	0.9%

Math Symbol

Value	Count	Frequency (%)
+	24	38.1%
<	18	28.6%
=	17	27.0%
±	2	3.2%
~	2	3.2%

Control

Value	Count	Frequency (%)
	15569	48.8%
	15561	48.8%
	744	2.3%

Dash Punctuation

Value	Count	Frequency (%)
-	6449	95.0%
–	331	4.9%
—	10	0.1%

Space Separator

Value	Count	Frequency (%)
	547711	> 99.9%
	3	< 0.1%

Close Punctuation

Value	Count	Frequency (%)
)	4099	99.4%
]	24	0.6%

Open Punctuation

Value	Count	Frequency (%)
(	3893	99.4%
[	24	0.6%

Final Punctuation

Value	Count	Frequency (%)
’	2496	94.9%
”	133	5.1%

Initial Punctuation

Value	Count	Frequency (%)
‘	312	70.0%
“	134	30.0%

Connector Punctuation

Value	Count	Frequency (%)
_	1	100.0%

Other Number

Value	Count	Frequency (%)
¾	1	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	3013849	81.9%
Common	664449	18.1%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	388754	12.9%
t	287060	9.5%
s	251045	8.3%
a	230499	7.6%
i	218759	7.3%
n	218333	7.2%
o	207407	6.9%
r	178423	5.9%
l	136771	4.5%
d	129183	4.3%
Other values (44)	767615	25.5%

Common

Value	Count	Frequency (%)
	547711	82.4%
.	23916	3.6%
,	17235	2.6%
	15569	2.3%
	15561	2.3%
-	6449	1.0%
0	4881	0.7%
)	4099	0.6%
1	4064	0.6%
(	3893	0.6%
Other values (39)	21071	3.2%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	3674271	99.9%
Punctuation	4014	0.1%
None	13	< 0.1%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
	547711	14.9%
e	388754	10.6%
t	287060	7.8%
s	251045	6.8%
a	230499	6.3%
i	218759	6.0%
n	218333	5.9%
o	207407	5.6%
r	178423	4.9%
l	136771	3.7%
Other values (80)	1009509	27.5%

Punctuation

Value	Count	Frequency (%)
’	2496	62.2%
•	596	14.8%
–	331	8.2%
‘	312	7.8%
“	134	3.3%
”	133	3.3%
—	10	0.2%
…	2	< 0.1%

None

Value	Count	Frequency (%)
à	6	46.2%
	3	23.1%
±	2	15.4%
é	1	7.7%
¾	1	7.7%

ExemptFromAssessment
Boolean

HIGH CORRELATION IMBALANCE

Distinct	2
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	5.4 KiB

False	4883
True	476

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	4883	91.1%
True	476	8.9%

ExemptFromAssessmentDate
Categorical

HIGH CARDINALITY HIGH CORRELATION MISSING

Distinct	67
Distinct (%)	14.0%
Missing	4879
Missing (%)	91.0%
Memory size	42.0 KiB

16-05-2016	242
07-03-2016	40
10-03-2016	23
12-04-2016	15
22-02-2008	14
Other values (62)	146

Length

Max length	10
Median length	10
Mean length	10
Min length	10

Characters and Unicode

Total characters	4800
Distinct characters	11
Distinct categories	2 ?
Distinct scripts	1 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	38 ?
Unique (%)	7.9%

Sample

1st row	10-03-2016
2nd row	10-03-2016
3rd row	10-03-2016
4th row	10-03-2016
5th row	09-03-2017

Common Values

Value	Count	Frequency (%)
16-05-2016	242	4.5%
07-03-2016	40	0.7%
10-03-2016	23	0.4%
12-04-2016	15	0.3%
22-02-2008	14	0.3%
26-03-2009	11	0.2%
14-02-2008	8	0.1%
18-02-2008	8	0.1%
28-09-2010	7	0.1%
16-02-2009	6	0.1%
Other values (57)	106	2.0%
(Missing)	4879	91.0%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
16-05-2016	242	50.4%
07-03-2016	40	8.3%
10-03-2016	23	4.8%
12-04-2016	15	3.1%
22-02-2008	14	2.9%
26-03-2009	11	2.3%
14-02-2008	8	1.7%
18-02-2008	8	1.7%
28-09-2010	7	1.5%
16-02-2009	6	1.2%
Other values (57)	106	22.1%

Most occurring characters

Value	Count	Frequency (%)
0	1141	23.8%
-	960	20.0%
1	783	16.3%
2	678	14.1%
6	595	12.4%
5	270	5.6%
3	141	2.9%
8	77	1.6%
7	56	1.2%
9	50	1.0%

Most occurring categories

Value	Count	Frequency (%)
Decimal Number	3840	80.0%
Dash Punctuation	960	20.0%

Most frequent character per category

Decimal Number

Value	Count	Frequency (%)
0	1141	29.7%
1	783	20.4%
2	678	17.7%
6	595	15.5%
5	270	7.0%
3	141	3.7%
8	77	2.0%
7	56	1.5%
9	50	1.3%
4	49	1.3%

Dash Punctuation

Value	Count	Frequency (%)
-	960	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Common	4800	100.0%

Most frequent character per script

Common

Value	Count	Frequency (%)
0	1141	23.8%
-	960	20.0%
1	783	16.3%
2	678	14.1%
6	595	12.4%
5	270	5.6%
3	141	2.9%
8	77	1.6%
7	56	1.2%
9	50	1.0%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	4800	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
0	1141	23.8%
-	960	20.0%
1	783	16.3%
2	678	14.1%
6	595	12.4%
5	270	5.6%
3	141	2.9%
8	77	1.6%
7	56	1.2%
9	50	1.0%

ExemptFromAssessmentComment
Categorical

HIGH CARDINALITY MISSING

Distinct	226
Distinct (%)	70.6%
Missing	5039
Missing (%)	94.0%
Memory size	42.0 KiB

The LLB degree programme is a qualifying law degree giving exemption from the first (academic) part of professional training for students wishing to become solicitors or barristers in England and Wales. The degree has a coherent, transparent and logical approach to assessment and has an assessment model tailored to the skills developed in the third year of the degree. In light of this FTLC (now FTLSEC) granted an exemption for third year LLB modules from the Faculty assessment tariff in May 2008, with the UG Dean commenting that Faculty felt that the model "was well reasoned and reflected a well thought through pattern of assessment".	32
The extra half an hour exam duration allows students a little more time to reflect on their answers and to ensure that they have fully integrated the material that they have learned during the pre-school period, with any additional context and explanation gained during the intensive week.	8
The 2 hour theoretical exam needs to be this length to enable students to demonstrate the skills and learning attained through thie study of the preschool material.	7
It is recognised that the word count of 2,000 is below the Assessment Tariff upper limit of 4,000 words for a 20 credits module but it is acknowledged that these students will also be engaged in a full study workload at a partner institution if on a study placement or be in full –time employment if on a work placement. It is determined, therefore that 2,000 words is fair and will enable students to effectively demonstrate their reflective learning.	6
It is recognised that the word count of 3,000 is way out of line with Assessment Tariff for a 100 credits module but it should be acknowledged that these students will also be engaged in a full study workload at a partner institution if on a study placement or be in full –time employment if on a work placement. It is determined, therefore, that 3,000 words is fair when their placement workload is also taken into account.	6
Other values (221)	261

Length

Max length	1000
Median length	483
Mean length	322.90625
Min length	2

Characters and Unicode

Total characters	103330
Distinct characters	85
Distinct categories	12 ?
Distinct scripts	2 ?
Distinct blocks	2 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	193 ?
Unique (%)	60.3%

Sample

1st row	Exemption from Assessment Tariff granted in order to introduce an individual component to this module that has previously been assessed by means of 100% group work. the group report and a group presentation were deemed to be valuable pieces of assessment in the development of graduate attributes of stage 2 students and it was felt that both should be kept.
2nd row	We ask to have two summative assessments: - A literature review of up to 2,000 words, and - A final project of up to 4,000 words. Such a possibility is explicitly mentioned in the University Assessment Guidelines.
3rd row	This is a dissertation module and therefore requires exemption from standards assessment tariff restrictions.
4th row	2 different themes are assessed separately, assessments test different Learning Outcomes
5th row	These three distinctive L & T approaches are designed to maximise the transferable skill acquisition, both of this module, and therefore as a compulsory module, for an Agribusiness graduate. Each phase needs a summative assessment to ensure full engagement. Engagement in the team based learning is supported by the use of Buddycheck to moderate the portfolio mark to ensure a transparent reward mechanism for engagement. The essay has been changed from a summative component designed to offer feedback to a formative assessment thereby reducing the assessment tariff by one.

Common Values

Value	Count	Frequency (%)
The LLB degree programme is a qualifying law degree giving exemption from the first (academic) part of professional training for students wishing to become solicitors or barristers in England and Wales. The degree has a coherent, transparent and logical approach to assessment and has an assessment model tailored to the skills developed in the third year of the degree. In light of this FTLC (now FTLSEC) granted an exemption for third year LLB modules from the Faculty assessment tariff in May 2008, with the UG Dean commenting that Faculty felt that the model "was well reasoned and reflected a well thought through pattern of assessment".	32	0.6%
The extra half an hour exam duration allows students a little more time to reflect on their answers and to ensure that they have fully integrated the material that they have learned during the pre-school period, with any additional context and explanation gained during the intensive week.	8	0.1%
The 2 hour theoretical exam needs to be this length to enable students to demonstrate the skills and learning attained through thie study of the preschool material.	7	0.1%
It is recognised that the word count of 2,000 is below the Assessment Tariff upper limit of 4,000 words for a 20 credits module but it is acknowledged that these students will also be engaged in a full study workload at a partner institution if on a study placement or be in full –time employment if on a work placement. It is determined, therefore that 2,000 words is fair and will enable students to effectively demonstrate their reflective learning.	6	0.1%
It is recognised that the word count of 3,000 is way out of line with Assessment Tariff for a 100 credits module but it should be acknowledged that these students will also be engaged in a full study workload at a partner institution if on a study placement or be in full –time employment if on a work placement. It is determined, therefore, that 3,000 words is fair when their placement workload is also taken into account.	6	0.1%
This exam involves a significant period of reading and reflection and the duration of the exam incorporates this.	6	0.1%
The 2 hour theoretical exam needs to be this length to enable students to demonstrate the skills and learning attained through the study of the preschool material. APPROVED: MA	5	0.1%
Re-approved by Simon Pallett 16.05.16.	4	0.1%
Unseen written exam	3	0.1%
This is a practical-based module undertaken in an industrial setting as part of a placement programme and as such does not lend itself to formative assessment.	3	0.1%
Other values (216)	240	4.5%
(Missing)	5039	94.0%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
the	1206	7.3%
to	618	3.7%
of	569	3.4%
and	554	3.4%
a	408	2.5%
in	364	2.2%
assessment	350	2.1%
is	332	2.0%
for	263	1.6%
students	222	1.3%
Other values (1683)	11625	70.4%

Most occurring characters

Value	Count	Frequency (%)
	16194	15.7%
e	11039	10.7%
t	8133	7.9%
s	6838	6.6%
a	6485	6.3%
o	5782	5.6%
n	5726	5.5%
i	5543	5.4%
r	5202	5.0%
l	3535	3.4%
Other values (75)	28853	27.9%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	82066	79.4%
Space Separator	16194	15.7%
Uppercase Letter	2117	2.0%
Other Punctuation	1337	1.3%
Decimal Number	975	0.9%
Control	191	0.2%
Open Punctuation	131	0.1%
Close Punctuation	131	0.1%
Dash Punctuation	129	0.1%
Final Punctuation	40	< 0.1%
Other values (2)	19	< 0.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	11039	13.5%
t	8133	9.9%
s	6838	8.3%
a	6485	7.9%
o	5782	7.0%
n	5726	7.0%
i	5543	6.8%
r	5202	6.3%
l	3535	4.3%
d	3522	4.3%
Other values (16)	20261	24.7%

Uppercase Letter

Value	Count	Frequency (%)
T	445	21.0%
L	237	11.2%
E	162	7.7%
F	162	7.7%
I	142	6.7%
S	139	6.6%
A	128	6.0%
C	107	5.1%
B	81	3.8%
M	79	3.7%
Other values (15)	435	20.5%

Other Punctuation

Value	Count	Frequency (%)
.	658	49.2%
,	458	34.3%
"	70	5.2%
/	45	3.4%
'	33	2.5%
%	27	2.0%
:	21	1.6%
;	16	1.2%
&	5	0.4%
*	3	0.2%

Decimal Number

Value	Count	Frequency (%)
0	422	43.3%
2	202	20.7%
1	129	13.2%
3	62	6.4%
8	52	5.3%
4	34	3.5%
5	33	3.4%
6	23	2.4%
7	10	1.0%
9	8	0.8%

Control

Value	Count	Frequency (%)
	93	48.7%
	93	48.7%
	5	2.6%

Dash Punctuation

Value	Count	Frequency (%)
-	114	88.4%
–	15	11.6%

Final Punctuation

Value	Count	Frequency (%)
’	37	92.5%
”	3	7.5%

Initial Punctuation

Value	Count	Frequency (%)
‘	9	75.0%
“	3	25.0%

Space Separator

Value	Count	Frequency (%)
	16194	100.0%

Open Punctuation

Value	Count	Frequency (%)
(	131	100.0%

Close Punctuation

Value	Count	Frequency (%)
)	131	100.0%

Math Symbol

Value	Count	Frequency (%)
+	7	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	84183	81.5%
Common	19147	18.5%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	11039	13.1%
t	8133	9.7%
s	6838	8.1%
a	6485	7.7%
o	5782	6.9%
n	5726	6.8%
i	5543	6.6%
r	5202	6.2%
l	3535	4.2%
d	3522	4.2%
Other values (41)	22378	26.6%

Common

Value	Count	Frequency (%)
	16194	84.6%
.	658	3.4%
,	458	2.4%
0	422	2.2%
2	202	1.1%
(	131	0.7%
)	131	0.7%
1	129	0.7%
-	114	0.6%
	93	0.5%
Other values (24)	615	3.2%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	103263	99.9%
Punctuation	67	0.1%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
	16194	15.7%
e	11039	10.7%
t	8133	7.9%
s	6838	6.6%
a	6485	6.3%
o	5782	5.6%
n	5726	5.5%
i	5543	5.4%
r	5202	5.0%
l	3535	3.4%
Other values (70)	28786	27.9%

Punctuation

Value	Count	Frequency (%)
’	37	55.2%
–	15	22.4%
‘	9	13.4%
“	3	4.5%
”	3	4.5%

IsHepatitisAImmunisationOffered
Boolean

HIGH CORRELATION IMBALANCE

Distinct	2
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	5.4 KiB

False	5317
True	42

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5317	99.2%
True	42	0.8%

IsHepatitisBImmunisationOffered
Boolean

HIGH CORRELATION IMBALANCE

Distinct	2
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	5.4 KiB

False	5306
True	53

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5306	99.0%
True	53	1.0%

IsTetanusImmunisationOffered
Boolean

HIGH CORRELATION IMBALANCE

Distinct	2
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	5.4 KiB

False	5280
True	79

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5280	98.5%
True	79	1.5%

IsAllergyScreeningOffered
Boolean

Distinct	2
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	5.4 KiB

False	5344
True	15

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5344	99.7%
True	15	0.3%

GeneralNotes
Categorical

HIGH CARDINALITY IMBALANCE MISSING

Distinct	289
Distinct (%)	28.3%
Missing	4339
Missing (%)	81.0%
Memory size	42.0 KiB

Original Handbook text:	677
Students undertake a research project that is training for a future career as a professional physicist. The project is normally carried out in a research environment and is conducted by a member of staff with an expertise in the relevant academic field. Through working alongside a member of the research staff the student is introduced to research methodology.	7
Study Abroad outside the EU will require careful consideration of Visa and Health Insurance requirements pertaining to the country involved.	5
All staff periodically supervise MFA students	3
Students need to demonstrate Fitness to Practise in order to complete the clinical placement. Students need to pass all components of the module. See Policy on Failing Components of Clinical and Professional Education Modules & Procedure regarding Retrieval Placements.	3
Other values (284)	325

Length

Max length	3996
Median length	23
Mean length	141.41863
Min length	3

Characters and Unicode

Total characters	144247
Distinct characters	94
Distinct categories	14 ?
Distinct scripts	2 ?
Distinct blocks	3 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	247 ?
Unique (%)	24.2%

Sample

1st row	Original Handbook text:
2nd row	Original Handbook text: ESSENTIAL TEXTBOOK Management and Cost Accounting (6th edition) - 5th edition also acceptable by Alnoor Bhimani, Charles T. Horngren, Srikant M. Datar, Madhav Rajan . Management and Cost Accounting (8th edition) - 7th edition also acceptable by Colin Drury
3rd row	Original Handbook text:
4th row	Original Handbook text:
5th row	Original Handbook text:

Common Values

Value	Count	Frequency (%)
Original Handbook text:	677	12.6%
Students undertake a research project that is training for a future career as a professional physicist. The project is normally carried out in a research environment and is conducted by a member of staff with an expertise in the relevant academic field. Through working alongside a member of the research staff the student is introduced to research methodology.	7	0.1%
Study Abroad outside the EU will require careful consideration of Visa and Health Insurance requirements pertaining to the country involved.	5	0.1%
All staff periodically supervise MFA students	3	0.1%
Students need to demonstrate Fitness to Practise in order to complete the clinical placement. Students need to pass all components of the module. See Policy on Failing Components of Clinical and Professional Education Modules & Procedure regarding Retrieval Placements.	3	0.1%
N/a	3	0.1%
Students must apply to this study abroad year in accordance with the University application process for Study Abroad (either the Erasmus+ scheme or the Non-EU Exchange scheme). Students should inform the School of Biomedical Sciences of their intention to do this by the end of November of Stage 2. They will then be provided with appropriate advice and guidance during the application, preparation and pre-departure stage. This will include attendance of workshops and briefing sessions (e.g. from the International Office and Global Opportunities team). Students do not pay the full tuition fee for this year, but do pay the ‘assessed study abroad year’ fee currently in the order of £1,385 (existing fees for 2021-22).	3	0.1%
Music Technicians/ Technical Staff (Fred Hollingworth, Rob Blazey ) required for weekly student performances	3	0.1%
Students need to demonstrate Fitness to Practise in order to complete the clinical placement. Students need to pass all components of the module. See Policy on Failing Components of Clinical and Professional Education Modules & Procedure regarding Retrieval Placements	3	0.1%
Recommended to consider vaccination for Polio, Hepatitis A, Tetanus and Typhoid	2	< 0.1%
Other values (279)	311	5.8%
(Missing)	4339	81.0%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
the	1140	5.3%
and	745	3.5%
handbook	733	3.4%
text	732	3.4%
original	729	3.4%
of	655	3.1%
to	589	2.7%
in	419	2.0%
a	414	1.9%
will	322	1.5%
Other values (3011)	14942	69.8%

Most occurring characters

Value	Count	Frequency (%)
	20184	14.0%
e	12992	9.0%
t	10227	7.1%
i	9201	6.4%
a	9139	6.3%
n	8808	6.1%
o	8800	6.1%
r	7301	5.1%
s	6537	4.5%
l	5281	3.7%
Other values (84)	45777	31.7%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	111254	77.1%
Space Separator	20184	14.0%
Uppercase Letter	5574	3.9%
Other Punctuation	3393	2.4%
Decimal Number	1650	1.1%
Control	1305	0.9%
Dash Punctuation	314	0.2%
Open Punctuation	228	0.2%
Close Punctuation	227	0.2%
Final Punctuation	64	< 0.1%
Other values (4)	54	< 0.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	12992	11.7%
t	10227	9.2%
i	9201	8.3%
a	9139	8.2%
n	8808	7.9%
o	8800	7.9%
r	7301	6.6%
s	6537	5.9%
l	5281	4.7%
d	4913	4.4%
Other values (18)	28055	25.2%

Uppercase Letter

Value	Count	Frequency (%)
H	817	14.7%
O	815	14.6%
S	491	8.8%
T	422	7.6%
C	396	7.1%
A	333	6.0%
P	289	5.2%
E	226	4.1%
I	200	3.6%
R	184	3.3%
Other values (16)	1401	25.1%

Other Punctuation

Value	Count	Frequency (%)
.	1258	37.1%
:	919	27.1%
,	705	20.8%
/	281	8.3%
;	109	3.2%
%	26	0.8%
&	24	0.7%
•	22	0.6%
'	18	0.5%
?	10	0.3%
Other values (4)	21	0.6%

Decimal Number

Value	Count	Frequency (%)
2	369	22.4%
0	344	20.8%
1	321	19.5%
3	167	10.1%
4	105	6.4%
5	84	5.1%
9	80	4.8%
6	63	3.8%
7	61	3.7%
8	56	3.4%

Control

Value	Count	Frequency (%)
	633	48.5%
	633	48.5%
	39	3.0%

Dash Punctuation

Value	Count	Frequency (%)
-	309	98.4%
–	5	1.6%

Final Punctuation

Value	Count	Frequency (%)
’	61	95.3%
”	3	4.7%

Initial Punctuation

Value	Count	Frequency (%)
‘	21	87.5%
“	3	12.5%

Math Symbol

Value	Count	Frequency (%)
+	6	85.7%
~	1	14.3%

Space Separator

Value	Count	Frequency (%)
	20184	100.0%

Open Punctuation

Value	Count	Frequency (%)
(	228	100.0%

Close Punctuation

Value	Count	Frequency (%)
)	227	100.0%

Connector Punctuation

Value	Count	Frequency (%)
_	18	100.0%

Currency Symbol

Value	Count	Frequency (%)
£	5	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	116828	81.0%
Common	27419	19.0%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	12992	11.1%
t	10227	8.8%
i	9201	7.9%
a	9139	7.8%
n	8808	7.5%
o	8800	7.5%
r	7301	6.2%
s	6537	5.6%
l	5281	4.5%
d	4913	4.2%
Other values (44)	33629	28.8%

Common

Value	Count	Frequency (%)
	20184	73.6%
.	1258	4.6%
:	919	3.4%
,	705	2.6%
	633	2.3%
	633	2.3%
2	369	1.3%
0	344	1.3%
1	321	1.2%
-	309	1.1%
Other values (30)	1744	6.4%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	144124	99.9%
Punctuation	115	0.1%
None	8	< 0.1%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
	20184	14.0%
e	12992	9.0%
t	10227	7.1%
i	9201	6.4%
a	9139	6.3%
n	8808	6.1%
o	8800	6.1%
r	7301	5.1%
s	6537	4.5%
l	5281	3.7%
Other values (75)	45654	31.7%

Punctuation

Value	Count	Frequency (%)
’	61	53.0%
•	22	19.1%
‘	21	18.3%
–	5	4.3%
“	3	2.6%
”	3	2.6%

None

Value	Count	Frequency (%)
£	5	62.5%
ô	2	25.0%
è	1	12.5%

NonStandardSessionOfOffering_id
Unsupported

MISSING REJECTED UNSUPPORTED

Missing	5359
Missing (%)	100.0%
Memory size	42.0 KiB

AcademicYear
Categorical

Distinct	1
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	42.0 KiB

2022	5359

Length

Max length	4
Median length	4
Mean length	4
Min length	4

Characters and Unicode

Total characters	21436
Distinct characters	2
Distinct categories	1 ?
Distinct scripts	1 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	0 ?
Unique (%)	0.0%

Sample

1st row	2022
2nd row	2022
3rd row	2022
4th row	2022
5th row	2022

Common Values

Value	Count	Frequency (%)
2022	5359	100.0%

Length

Histogram of lengths of the category

Common Values (Plot)

Value	Count	Frequency (%)
2022	5359	100.0%

Most occurring characters

Value	Count	Frequency (%)
2	16077	75.0%
0	5359	25.0%

Most occurring categories

Value	Count	Frequency (%)
Decimal Number	21436	100.0%

Most frequent character per category

Decimal Number

Value	Count	Frequency (%)
2	16077	75.0%
0	5359	25.0%

Most occurring scripts

Value	Count	Frequency (%)
Common	21436	100.0%

Most frequent character per script

Common

Value	Count	Frequency (%)
2	16077	75.0%
0	5359	25.0%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	21436	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
2	16077	75.0%
0	5359	25.0%

AcademicYearId
Categorical

Distinct	1
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	42.0 KiB

22	5359

Length

Max length	2
Median length	2
Mean length	2
Min length	2

Characters and Unicode

Total characters	10718
Distinct characters	1
Distinct categories	1 ?
Distinct scripts	1 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	0 ?
Unique (%)	0.0%

Sample

1st row	22
2nd row	22
3rd row	22
4th row	22
5th row	22

Common Values

Value	Count	Frequency (%)
22	5359	100.0%

Length

Histogram of lengths of the category

Common Values (Plot)

Value	Count	Frequency (%)
22	5359	100.0%

Most occurring characters

Value	Count	Frequency (%)
2	10718	100.0%

Most occurring categories

Value	Count	Frequency (%)
Decimal Number	10718	100.0%

Most frequent character per category

Decimal Number

Value	Count	Frequency (%)
2	10718	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Common	10718	100.0%

Most frequent character per script

Common

Value	Count	Frequency (%)
2	10718	100.0%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	10718	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
2	10718	100.0%

SchoolCode
Categorical

Distinct	30
Distinct (%)	0.6%
Missing	0
Missing (%)	0.0%
Memory size	42.0 KiB

D-SENG	714
D-NUBS	671
D-SACS	615
D-SHIS	349
D-SMLS	332
Other values (25)	2678

Length

Max length	7
Median length	6
Mean length	5.9673447
Min length	5

Characters and Unicode

Total characters	31979
Distinct characters	22
Distinct categories	2 ?
Distinct scripts	2 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	1 ?
Unique (%)	< 0.1%

Sample

1st row	D-NUBS
2nd row	D-NUBS
3rd row	D-NUBS
4th row	D-NUBS
5th row	D-NUBS

Common Values

Value	Count	Frequency (%)
D-SENG	714	13.3%
D-NUBS	671	12.5%
D-SACS	615	11.5%
D-SHIS	349	6.5%
D-SMLS	332	6.2%
D-SGPS	292	5.4%
D-MATH	277	5.2%
D-SNES	274	5.1%
D-ECLS	241	4.5%
D-COMP	212	4.0%
Other values (20)	1382	25.8%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
d-seng	714	13.3%
d-nubs	671	12.5%
d-sacs	615	11.5%
d-shis	349	6.5%
d-smls	332	6.2%
d-sgps	292	5.4%
d-math	277	5.2%
d-snes	274	5.1%
d-ecls	241	4.5%
d-comp	212	4.0%
Other values (20)	1382	25.8%

Most occurring characters

Value	Count	Frequency (%)
S	6945	21.7%
D	5400	16.9%
-	5359	16.8%
N	2090	6.5%
E	1520	4.8%
C	1246	3.9%
A	1225	3.8%
G	1153	3.6%
L	1112	3.5%
M	1021	3.2%
Other values (12)	4908	15.3%

Most occurring categories

Value	Count	Frequency (%)
Uppercase Letter	26620	83.2%
Dash Punctuation	5359	16.8%

Most frequent character per category

Uppercase Letter

Value	Count	Frequency (%)
S	6945	26.1%
D	5400	20.3%
N	2090	7.9%
E	1520	5.7%
C	1246	4.7%
A	1225	4.6%
G	1153	4.3%
L	1112	4.2%
M	1021	3.8%
B	853	3.2%
Other values (11)	4055	15.2%

Dash Punctuation

Value	Count	Frequency (%)
-	5359	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	26620	83.2%
Common	5359	16.8%

Most frequent character per script

Latin

Value	Count	Frequency (%)
S	6945	26.1%
D	5400	20.3%
N	2090	7.9%
E	1520	5.7%
C	1246	4.7%
A	1225	4.6%
G	1153	4.3%
L	1112	4.2%
M	1021	3.8%
B	853	3.2%
Other values (11)	4055	15.2%

Common

Value	Count	Frequency (%)
-	5359	100.0%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	31979	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
S	6945	21.7%
D	5400	16.9%
-	5359	16.8%
N	2090	6.5%
E	1520	4.8%
C	1246	3.9%
A	1225	3.8%
G	1153	3.6%
L	1112	3.5%
M	1021	3.2%
Other values (12)	4908	15.3%

MarkingScale
Categorical

Distinct	6
Distinct (%)	0.1%
Missing	0
Missing (%)	0.0%
Memory size	42.0 KiB

M001	3172
M003	2017
M010	132
M009	29
MED1	8

Length

Max length	4
Median length	4
Mean length	4
Min length	4

Characters and Unicode

Total characters	21436
Distinct characters	8
Distinct categories	2 ?
Distinct scripts	2 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	1 ?
Unique (%)	< 0.1%

Sample

1st row	M001
2nd row	M001
3rd row	M001
4th row	M001
5th row	M001

Common Values

Value	Count	Frequency (%)
M001	3172	59.2%
M003	2017	37.6%
M010	132	2.5%
M009	29	0.5%
MED1	8	0.1%
M007	1	< 0.1%

Length

Histogram of lengths of the category

Common Values (Plot)

Value	Count	Frequency (%)
m001	3172	59.2%
m003	2017	37.6%
m010	132	2.5%
m009	29	0.5%
med1	8	0.1%
m007	1	< 0.1%

Most occurring characters

Value	Count	Frequency (%)
0	10702	49.9%
M	5359	25.0%
1	3312	15.5%
3	2017	9.4%
9	29	0.1%
E	8	< 0.1%
D	8	< 0.1%
7	1	< 0.1%

Most occurring categories

Value	Count	Frequency (%)
Decimal Number	16061	74.9%
Uppercase Letter	5375	25.1%

Most frequent character per category

Decimal Number

Value	Count	Frequency (%)
0	10702	66.6%
1	3312	20.6%
3	2017	12.6%
9	29	0.2%
7	1	< 0.1%

Uppercase Letter

Value	Count	Frequency (%)
M	5359	99.7%
E	8	0.1%
D	8	0.1%

Most occurring scripts

Value	Count	Frequency (%)
Common	16061	74.9%
Latin	5375	25.1%

Most frequent character per script

Common

Value	Count	Frequency (%)
0	10702	66.6%
1	3312	20.6%
3	2017	12.6%
9	29	0.2%
7	1	< 0.1%

Latin

Value	Count	Frequency (%)
M	5359	99.7%
E	8	0.1%
D	8	0.1%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	21436	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
0	10702	49.9%
M	5359	25.0%
1	3312	15.5%
3	2017	9.4%
9	29	0.1%
E	8	< 0.1%
D	8	< 0.1%
7	1	< 0.1%

Module_Id
Real number (ℝ)

HIGH CORRELATION UNIQUE

Distinct	5359
Distinct (%)	100.0%
Missing	0
Missing (%)	0.0%
Infinite	0
Infinite (%)	0.0%
Mean	107460.06

Minimum	104529
Maximum	117210
Zeros	0
Zeros (%)	0.0%
Negative	0
Negative (%)	0.0%
Memory size	42.0 KiB

Quantile statistics

Minimum	104529
5-th percentile	104842.9
Q1	105978.5
median	107465
Q3	108913.5
95-th percentile	110026.1
Maximum	117210
Range	12681
Interquartile range (IQR)	2935

Descriptive statistics

Standard deviation	1707.9484
Coefficient of variation (CV)	0.015893797
Kurtosis	-0.76671981
Mean	107460.06
Median Absolute Deviation (MAD)	1468
Skewness	0.10374814
Sum	5.7587848 × 10⁸
Variance	2917087.7
Monotonicity	Strictly increasing

Histogram with fixed size bins (bins=50)

Value	Count	Frequency (%)
104529	1	< 0.1%
108451	1	< 0.1%
108449	1	< 0.1%
108448	1	< 0.1%
108447	1	< 0.1%
108446	1	< 0.1%
108445	1	< 0.1%
108444	1	< 0.1%
108443	1	< 0.1%
108442	1	< 0.1%
Other values (5349)	5349	99.8%

Minimum 10 values
Maximum 10 values

Value	Count	Frequency (%)
104529	1	< 0.1%
104530	1	< 0.1%
104531	1	< 0.1%
104532	1	< 0.1%
104533	1	< 0.1%
104534	1	< 0.1%
104535	1	< 0.1%
104536	1	< 0.1%
104537	1	< 0.1%
104538	1	< 0.1%

Value	Count	Frequency (%)
117210	1	< 0.1%
117209	1	< 0.1%
111349	1	< 0.1%
111348	1	< 0.1%
111344	1	< 0.1%
111343	1	< 0.1%
111342	1	< 0.1%
111340	1	< 0.1%
111338	1	< 0.1%
111337	1	< 0.1%

Timestamp
Categorical

HIGH CARDINALITY HIGH CORRELATION IMBALANCE

Distinct	68
Distinct (%)	1.3%
Missing	0
Missing (%)	0.0%
Memory size	42.0 KiB

02-11-2021	4925
27-01-2022	61
29-01-2022	52
09-02-2022	48
08-02-2022	35
Other values (63)	238

Length

Max length	10
Median length	10
Mean length	10
Min length	10

Characters and Unicode

Total characters	53590
Distinct characters	11
Distinct categories	2 ?
Distinct scripts	1 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	27 ?
Unique (%)	0.5%

Sample

1st row	02-11-2021
2nd row	02-11-2021
3rd row	02-11-2021
4th row	02-11-2021
5th row	14-01-2022

Common Values

Value	Count	Frequency (%)
02-11-2021	4925	91.9%
27-01-2022	61	1.1%
29-01-2022	52	1.0%
09-02-2022	48	0.9%
08-02-2022	35	0.7%
01-02-2022	23	0.4%
25-03-2022	21	0.4%
01-03-2022	21	0.4%
03-02-2022	18	0.3%
11-02-2022	13	0.2%
Other values (58)	142	2.6%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
02-11-2021	4925	91.9%
27-01-2022	61	1.1%
29-01-2022	52	1.0%
09-02-2022	48	0.9%
08-02-2022	35	0.7%
01-02-2022	23	0.4%
25-03-2022	21	0.4%
01-03-2022	21	0.4%
03-02-2022	18	0.3%
11-02-2022	13	0.2%
Other values (58)	142	2.6%

Most occurring characters

Value	Count	Frequency (%)
2	16425	30.6%
1	15090	28.2%
0	10888	20.3%
-	10718	20.0%
9	127	0.2%
3	111	0.2%
7	79	0.1%
8	70	0.1%
5	35	0.1%
6	25	< 0.1%

Most occurring categories

Value	Count	Frequency (%)
Decimal Number	42872	80.0%
Dash Punctuation	10718	20.0%

Most frequent character per category

Decimal Number

Value	Count	Frequency (%)
2	16425	38.3%
1	15090	35.2%
0	10888	25.4%
9	127	0.3%
3	111	0.3%
7	79	0.2%
8	70	0.2%
5	35	0.1%
6	25	0.1%
4	22	0.1%

Dash Punctuation

Value	Count	Frequency (%)
-	10718	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Common	53590	100.0%

Most frequent character per script

Common

Value	Count	Frequency (%)
2	16425	30.6%
1	15090	28.2%
0	10888	20.3%
-	10718	20.0%
9	127	0.2%
3	111	0.2%
7	79	0.1%
8	70	0.1%
5	35	0.1%
6	25	< 0.1%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	53590	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
2	16425	30.6%
1	15090	28.2%
0	10888	20.3%
-	10718	20.0%
9	127	0.2%
3	111	0.2%
7	79	0.1%
8	70	0.1%
5	35	0.1%
6	25	< 0.1%

IsThemedAgeing
Boolean

Distinct	1
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	5.4 KiB

False	5359

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5359	100.0%

IsThemedSocialRenewal
Boolean

Distinct	1
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	5.4 KiB

False	5359

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5359	100.0%

IsThemedSustainability
Boolean

Distinct	1
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	5.4 KiB

False	5359

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5359	100.0%

IsSapUploadDisabled
Boolean

HIGH CORRELATION IMBALANCE

Distinct	2
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	5.4 KiB

False	5304
True	55

Common Values (Table)
Common Values (Plot)

Value	Count	Frequency (%)
False	5304	99.0%
True	55	1.0%

TeachingLocation
Categorical

HIGH CORRELATION IMBALANCE

Distinct	6
Distinct (%)	0.1%
Missing	0
Missing (%)	0.0%
Memory size	42.0 KiB

Newcastle City Campus	4817
Off Campus	213
London	117
Mixed Location	100
Singapore	68

Length

Max length	21
Median length	21
Mean length	19.84568
Min length	6

Characters and Unicode

Total characters	106353
Distinct characters	26
Distinct categories	3 ?
Distinct scripts	2 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	0 ?
Unique (%)	0.0%

Sample

1st row	Newcastle City Campus
2nd row	Newcastle City Campus
3rd row	Newcastle City Campus
4th row	Newcastle City Campus
5th row	Newcastle City Campus

Common Values

Value	Count	Frequency (%)
Newcastle City Campus	4817	89.9%
Off Campus	213	4.0%
London	117	2.2%
Mixed Location	100	1.9%
Singapore	68	1.3%
Malaysia	44	0.8%

Length

Histogram of lengths of the category

Common Values (Plot)

Value	Count	Frequency (%)
campus	5030	32.9%
newcastle	4817	31.5%
city	4817	31.5%
off	213	1.4%
london	117	0.8%
mixed	100	0.7%
location	100	0.7%
singapore	68	0.4%
malaysia	44	0.3%

Most occurring characters

Value	Count	Frequency (%)
a	10147	9.5%
	9947	9.4%
s	9891	9.3%
C	9847	9.3%
e	9802	9.2%
t	9734	9.2%
i	5129	4.8%
p	5098	4.8%
u	5030	4.7%
m	5030	4.7%
Other values (16)	26698	25.1%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	81100	76.3%
Uppercase Letter	15306	14.4%
Space Separator	9947	9.4%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
a	10147	12.5%
s	9891	12.2%
e	9802	12.1%
t	9734	12.0%
i	5129	6.3%
p	5098	6.3%
u	5030	6.2%
m	5030	6.2%
c	4917	6.1%
l	4861	6.0%
Other values (9)	11461	14.1%

Uppercase Letter

Value	Count	Frequency (%)
C	9847	64.3%
N	4817	31.5%
L	217	1.4%
O	213	1.4%
M	144	0.9%
S	68	0.4%

Space Separator

Value	Count	Frequency (%)
	9947	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	96406	90.6%
Common	9947	9.4%

Most frequent character per script

Latin

Value	Count	Frequency (%)
a	10147	10.5%
s	9891	10.3%
C	9847	10.2%
e	9802	10.2%
t	9734	10.1%
i	5129	5.3%
p	5098	5.3%
u	5030	5.2%
m	5030	5.2%
c	4917	5.1%
Other values (15)	21781	22.6%

Common

Value	Count	Frequency (%)
	9947	100.0%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	106353	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
a	10147	9.5%
	9947	9.4%
s	9891	9.3%
C	9847	9.3%
e	9802	9.2%
t	9734	9.2%
i	5129	4.8%
p	5098	4.8%
u	5030	4.7%
m	5030	4.7%
Other values (16)	26698	25.1%

Auto

Heatmap
Table

	SapObjectId	MaxCapacity	Semester1CreditValue	Semester2CreditValue	Semester3CreditValue	EctsCreditValue	FheqLevel	Module_Id	IsNew	IsDummy	Semester1Offered	Semester2Offered	Semester3Offered	Mode	Delivery	StandAloneAvailability	IsOffered	IsUploadedToSap	Availability	StudyAbroad	GraduateSkillsFrameworkApplicable	ExemptFromAssessment	ExemptFromAssessmentDate	IsHepatitisAImmunisationOffered	IsHepatitisBImmunisationOffered	IsTetanusImmunisationOffered	IsAllergyScreeningOffered	SchoolCode	MarkingScale	Timestamp	IsSapUploadDisabled	TeachingLocation
SapObjectId	1.000	-0.060	-0.050	-0.009	-0.026	-0.037	0.064	0.918	0.080	0.288	0.011	0.000	0.000	0.034	0.017	0.025	0.077	0.568	0.000	0.144	0.094	0.033	1.000	0.000	0.000	0.000	0.000	0.441	0.085	0.180	0.177	0.054
MaxCapacity	-0.060	1.000	0.002	-0.021	0.026	0.002	0.112	-0.066	0.062	0.278	0.027	0.032	0.012	0.050	0.000	0.003	0.120	0.125	0.000	0.059	0.051	0.024	0.000	0.000	0.000	0.000	0.000	0.265	0.165	0.000	0.263	0.082
Semester1CreditValue	-0.050	0.002	1.000	-0.478	-0.147	0.342	-0.050	-0.051	0.038	0.375	0.933	0.577	0.188	0.076	0.064	0.056	0.094	0.146	0.000	0.117	0.032	0.071	0.384	0.038	0.096	0.039	0.000	0.207	0.215	0.000	0.319	0.124
Semester2CreditValue	-0.009	-0.021	-0.478	1.000	-0.046	0.414	-0.030	-0.007	0.053	0.370	0.589	0.934	0.156	0.079	0.042	0.055	0.080	0.149	0.000	0.100	0.055	0.039	0.536	0.082	0.149	0.052	0.116	0.200	0.209	0.059	0.315	0.090
Semester3CreditValue	-0.026	0.026	-0.147	-0.046	1.000	0.270	0.217	-0.022	0.020	0.119	0.170	0.087	0.937	0.108	0.062	0.121	0.031	0.061	0.000	0.114	0.000	0.016	0.539	0.070	0.090	0.033	0.126	0.112	0.101	0.191	0.151	0.109
EctsCreditValue	-0.037	0.002	0.342	0.414	0.270	1.000	0.018	-0.036	0.012	0.409	0.179	0.236	0.565	0.187	0.051	0.084	0.086	0.163	0.007	0.159	0.024	0.068	0.412	0.179	0.215	0.131	0.285	0.230	0.271	0.000	0.371	0.103
FheqLevel	0.064	0.112	-0.050	-0.030	0.217	0.018	1.000	0.032	0.057	0.168	0.124	0.072	0.257	0.399	0.110	0.226	0.088	0.245	0.048	0.217	0.044	0.096	0.458	0.059	0.040	0.045	0.020	0.326	0.416	0.060	0.152	0.149
Module_Id	0.918	-0.066	-0.051	-0.007	-0.022	-0.036	0.032	1.000	0.660	0.032	0.056	0.029	0.023	0.146	0.086	0.082	0.077	0.081	0.031	0.147	0.562	0.154	0.553	0.106	0.094	0.072	0.020	0.224	0.082	0.600	0.033	0.139
IsNew	0.080	0.062	0.038	0.053	0.020	0.012	0.057	0.660	1.000	0.010	0.000	0.000	0.009	0.003	0.052	0.008	0.060	0.033	0.000	0.082	0.892	0.065	0.727	0.180	0.164	0.140	0.000	0.244	0.150	0.872	0.013	0.053
IsDummy	0.288	0.278	0.375	0.370	0.119	0.409	0.168	0.032	0.010	1.000	0.000	0.000	0.006	0.022	0.000	0.021	0.063	0.338	0.000	0.075	0.005	0.022	1.000	0.046	0.038	0.000	0.000	0.580	0.426	0.000	0.491	0.136
Semester1Offered	0.011	0.027	0.933	0.589	0.170	0.179	0.124	0.056	0.000	0.000	1.000	0.499	0.149	0.056	0.000	0.058	0.043	0.036	0.039	0.057	0.005	0.014	0.161	0.025	0.023	0.004	0.000	0.132	0.120	0.038	0.030	0.063
Semester2Offered	0.000	0.032	0.577	0.934	0.087	0.236	0.072	0.029	0.000	0.000	0.499	1.000	0.037	0.064	0.000	0.017	0.032	0.024	0.000	0.000	0.000	0.006	0.216	0.010	0.024	0.030	0.010	0.136	0.085	0.031	0.055	0.055
Semester3Offered	0.000	0.012	0.188	0.156	0.937	0.565	0.257	0.023	0.009	0.006	0.149	0.037	1.000	0.038	0.081	0.067	0.000	0.027	0.000	0.175	0.000	0.030	0.354	0.110	0.117	0.086	0.085	0.215	0.266	0.124	0.114	0.133
Mode	0.034	0.050	0.076	0.079	0.108	0.187	0.399	0.146	0.003	0.022	0.056	0.064	0.038	1.000	0.381	0.447	0.026	0.063	0.041	0.068	0.022	0.000	0.835	0.000	0.008	0.000	0.000	0.517	0.384	0.134	0.018	0.159
Delivery	0.017	0.000	0.064	0.042	0.062	0.051	0.110	0.086	0.052	0.000	0.000	0.000	0.081	0.381	1.000	0.290	0.048	0.000	0.000	0.074	0.056	0.024	0.587	0.000	0.000	0.013	0.000	0.414	0.098	0.194	0.044	0.285
StandAloneAvailability	0.025	0.003	0.056	0.055	0.121	0.084	0.226	0.082	0.008	0.021	0.058	0.017	0.067	0.447	0.290	1.000	0.022	0.052	0.048	0.037	0.015	0.033	0.577	0.000	0.014	0.000	0.000	0.402	0.218	0.195	0.024	0.253
IsOffered	0.077	0.120	0.094	0.080	0.031	0.086	0.088	0.077	0.060	0.063	0.043	0.032	0.000	0.026	0.048	0.022	1.000	0.000	0.092	0.142	0.038	0.021	0.442	0.000	0.000	0.000	0.019	0.348	0.056	0.114	0.049	0.217
IsUploadedToSap	0.568	0.125	0.146	0.149	0.061	0.163	0.245	0.081	0.033	0.338	0.036	0.024	0.027	0.063	0.000	0.052	0.000	1.000	0.014	0.072	0.043	0.048	0.000	0.009	0.000	0.005	0.000	0.500	0.211	0.165	0.457	0.262
Availability	0.000	0.000	0.000	0.000	0.000	0.007	0.048	0.031	0.000	0.000	0.039	0.000	0.000	0.041	0.000	0.048	0.092	0.014	1.000	0.030	0.000	0.025	0.000	0.000	0.000	0.000	0.000	0.080	0.028	0.000	0.000	0.000
StudyAbroad	0.144	0.059	0.117	0.100	0.114	0.159	0.217	0.147	0.082	0.075	0.057	0.000	0.175	0.068	0.074	0.037	0.142	0.072	0.030	1.000	0.079	0.086	0.467	0.050	0.054	0.035	0.020	0.397	0.231	0.145	0.103	0.188
GraduateSkillsFrameworkApplicable	0.094	0.051	0.032	0.055	0.000	0.024	0.044	0.562	0.892	0.005	0.005	0.000	0.000	0.022	0.056	0.015	0.038	0.043	0.000	0.079	1.000	0.058	0.930	0.201	0.185	0.143	0.000	0.272	0.139	0.824	0.009	0.045
ExemptFromAssessment	0.033	0.024	0.071	0.039	0.016	0.068	0.096	0.154	0.065	0.022	0.014	0.006	0.030	0.000	0.024	0.033	0.021	0.048	0.025	0.086	0.058	1.000	0.780	0.000	0.016	0.001	0.000	0.524	0.039	0.000	0.025	0.067
ExemptFromAssessmentDate	1.000	0.000	0.384	0.536	0.539	0.412	0.458	0.553	0.727	1.000	0.161	0.216	0.354	0.835	0.587	0.577	0.442	0.000	0.000	0.467	0.930	0.780	1.000	0.355	0.000	0.556	0.000	0.855	0.458	0.633	1.000	0.578
IsHepatitisAImmunisationOffered	0.000	0.000	0.038	0.082	0.070	0.179	0.059	0.106	0.180	0.046	0.025	0.010	0.110	0.000	0.000	0.000	0.000	0.009	0.000	0.050	0.201	0.000	0.355	1.000	0.814	0.665	0.416	0.608	0.276	0.697	0.063	0.000
IsHepatitisBImmunisationOffered	0.000	0.000	0.096	0.149	0.090	0.215	0.040	0.094	0.164	0.038	0.023	0.024	0.117	0.008	0.000	0.014	0.000	0.000	0.000	0.054	0.185	0.016	0.000	0.814	1.000	0.621	0.405	0.547	0.245	0.629	0.054	0.041
IsTetanusImmunisationOffered	0.000	0.000	0.039	0.052	0.033	0.131	0.045	0.072	0.140	0.000	0.004	0.030	0.086	0.000	0.013	0.000	0.000	0.005	0.000	0.035	0.143	0.001	0.556	0.665	0.621	1.000	0.389	0.444	0.181	0.518	0.071	0.078
IsAllergyScreeningOffered	0.000	0.000	0.000	0.116	0.126	0.285	0.020	0.020	0.000	0.000	0.000	0.010	0.085	0.000	0.000	0.000	0.019	0.000	0.000	0.020	0.000	0.000	0.000	0.416	0.405	0.389	1.000	0.133	0.035	0.098	0.000	0.000
SchoolCode	0.441	0.265	0.207	0.200	0.112	0.230	0.326	0.224	0.244	0.580	0.132	0.136	0.215	0.517	0.414	0.402	0.348	0.500	0.080	0.397	0.272	0.524	0.855	0.608	0.547	0.444	0.133	1.000	0.359	0.239	0.738	0.568
MarkingScale	0.085	0.165	0.215	0.209	0.101	0.271	0.416	0.082	0.150	0.426	0.120	0.085	0.266	0.384	0.098	0.218	0.056	0.211	0.028	0.231	0.139	0.039	0.458	0.276	0.245	0.181	0.035	0.359	1.000	0.243	0.406	0.100
Timestamp	0.180	0.000	0.000	0.059	0.191	0.000	0.060	0.600	0.872	0.000	0.038	0.031	0.124	0.134	0.194	0.195	0.114	0.165	0.000	0.145	0.824	0.000	0.633	0.697	0.629	0.518	0.098	0.239	0.243	1.000	0.000	0.123
IsSapUploadDisabled	0.177	0.263	0.319	0.315	0.151	0.371	0.152	0.033	0.013	0.491	0.030	0.055	0.114	0.018	0.044	0.024	0.049	0.457	0.000	0.103	0.009	0.025	1.000	0.063	0.054	0.071	0.000	0.738	0.406	0.000	1.000	0.552
TeachingLocation	0.054	0.082	0.124	0.090	0.109	0.103	0.149	0.139	0.053	0.136	0.063	0.055	0.133	0.159	0.285	0.253	0.217	0.262	0.000	0.188	0.045	0.067	0.578	0.000	0.041	0.078	0.000	0.568	0.100	0.123	0.552	1.000

A simple visualization of nullity by column.

Nullity matrix is a data-dense display which lets you quickly visually pick out patterns in data completion.

The correlation heatmap measures nullity correlation: how strongly the presence or absence of one variable affects the presence of another.

First rows
Last rows

	ModuleCode	SapObjectId	Title	ShortTitle	MaxCapacity	IsNew	IsDummy	Semester1Offered	Semester1CreditValue	Semester2Offered	Semester2CreditValue	Semester3Offered	EctsCreditValue	FheqLevel	Mode	Delivery	StandAloneAvailability	IsOffered	IsFtlcApproved	DateFtlcApproved	IsBosApproved	DateBosApproved	IsUploadedToSap	DateSapUploaded	PreRequisiteComment	CoRequisiteComment	Availability	Aims	OutlineOfSyllabus	StudyAbroad	IntendedKnowledgeOutcomes	IntendedSkillOutcomes	GraduateSkillsFrameworkApplicable	CriticalThinking	DataSynthesis	ActiveLearning	Numeracy	Literacy	SelfAwarenessAndReflection	InnovationAndCreativity	Initiative	Independence	Adaptability	ProblemSolving	Budgeting	Oral	ForeignLanguages	Interpersonal	WrittenOther	Collaboration	RelationshipBuilding	Leadership	Negotiation	PeerAssessmentReview	OccupationalAwareness	MarketAwareness	GovernanceAwareness	FinancialAwareness	BusinessPlanning	EthicalAwareness	SocialCulturalGlobalAwareness	LegalAwareness	SourceMaterials	SynthesiseAndPresentMaterials	UseOfComputerApplications	GoalSettingAndActionPlanning	DecisionMaking	TeachingRationaleAndRelationship	AssessmentRationaleAndRelationship	ExemptFromAssessment	ExemptFromAssessmentDate	ExemptFromAssessmentComment	IsHepatitisAImmunisationOffered	IsHepatitisBImmunisationOffered	IsTetanusImmunisationOffered	IsAllergyScreeningOffered	GeneralNotes	NonStandardSessionOfOffering_id	AcademicYear	AcademicYearId	SchoolCode	MarkingScale	Module_Id	Timestamp	IsThemedAgeing	IsThemedSocialRenewal	IsThemedSustainability	IsSapUploadDisabled	TeachingLocation
0	ACC2002	50340718	Managerial and Business Economics	Managerial and Business Economics	999	False	False	True	10	True	10	False	10	5	L	ST	N	True	True	02-02-2022	True	19-01-2022	False	14-02-2023	NaN	None	E	To introduce students to economic issues and decision-making tools, relating to major topics like demand analysis and estimation, production and cost functions, and decision making with differing market structures.	OPTIMISATION: A BRIEF REVIEW\r\n\r\nCONSUMPTION & DEMAND\r\n•\tAxioms of traditional consumer theory\r\n• Quantitative demand analysis\r\n•\tIndifference curves, consumption decisions and demand\r\n\r\nPRODUCTION, COSTS & SUPPLY\r\n•\tEconomic analysis of production\r\n•\tCost functions\r\n• The organization of the firm\r\n\r\nMARKET STRUCTURE & PERFORMANCE OUTCOMES\r\n•\tMonopoly, price discrimination and welfare\r\n•\tMonopolistic competition\r\n•\tModels of Oligopoly: Cournot; Stackelberg; The kinked demand curve\r\n• Game theory\r\n\t\r\nMARKET STRUCTURE, FIRM STRATEGY & PERFORMANCE\r\n•\tEmpirical evidence on SCP paradigm and concentration - profitability\r\n•\tResource based view of the Firm\r\n•\tPersistance of profit\r\n\t\r\nANALYSIS OF FIRM STRATEGY\r\n•\tProduct differentiation\r\n•\tAdvertising\r\n•\tBarriers to entry\r\n\r\nTHEORIES OF THE FIRM\r\n•\tNeoclassical\r\n•\tBehavioural\r\n•\tTransaction-costs perspectives	Y	At the end of this module students will be able to:\r\n•\tDemonstrate a conceptual understanding of business economics, and distinguish some difference from accounting concepts.\r\n•\tAnalyse the economic aspects of the nature of competition and behaviour of firms in an industry, and appraise their implications for the competitive strategies and performance of businesses.\r\n•\tApply economic techniques in managerial decision making, but also illustrate the limitations implicit in such techniques.	At the end of this module students will be able to:\r\n•\tDevelop independent learning to prepare a written report.\r\n•\tDevelop quantitative skills to practice the using of statistical software, employ the appropriate models to analyse the data, and interpret the empirical findings.\r\n•\tAnalyse different market structures and equilibrium outcomes in each of them.	False	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	Formal lecture materials are used to explain the issues, and to introduce concepts and techniques. Seminar sessions are held throughout the year, designed to be both explanatory and interactive and offering the opportunity to explore issues raised in lectures. Students have the opportunity to develop and practise key skills in these sessions. Students are able to judge their progress in the module through these sessions.	Formal examination tests the students' intended knowledge outcomes and their ability to write about specific models/issues and solve numerical problems. The 1200 word report provides an opportunity for students to demonstrate their business knowledge and written communication (report writing) skills.\r\n\r\nIn the case of an alternative semester 2 assessment (worth 75% of the overall module mark) being necessary due to circumstances, the module leader will in the first instance consult with the DPD as to the requirements of the professional accrediting body to discuss possible acceptable alternatives. In 2020/21 this alternative was a 24 hour take home exam delivered online, and it is envisioned that if circumstances do not allow a present-in-person timed exam at the end of semester 2, and the professional body agrees, than this may well be an example of the type of alternative assessment which could be put in place.	False	NaN	NaN	False	False	False	False	Original Handbook text:	NaN	2022	22	D-NUBS	M001	104529	02-11-2021	False	False	False	False	Newcastle City Campus
1	ACC2003	50340719	Financial Control	Financial Control	999	False	False	True	10	True	10	False	10	5	L	ST	N	True	True	02-02-2022	True	19-01-2022	False	14-02-2023	NaN	Non	E	(a) To provide a framework of the methods and techniques of management accounting and control.\r\n\r\n(b) To provide a framework for an understanding of the design and operation of management accounting and control systems by considering conceptual and practical issues involved.	The module is delivered by means of a series of lectures and seminars.\r\n\r\nIt covers:\r\nResearch methodologies of management accounting \r\nCosting (including ABC)\r\nPlanning and control systems (including budgeting and beyond budgeting)\r\nPerformance management system\r\nCurrent issues and transfer pricing	Y	By the end of the module students will be able to : \r\n\r\n- Demonstrate an understanding of the issues involved in designing and operating management accounting and control systems that require to serve diverse purposes. \r\n\r\n- Examine current research issues in management accounting.	By the end of the module students will be able to:\r\n\r\n- Manipulate data into relevant management accounting and control information for planning, decision-making and control \r\n\r\n- Interpret management accounting and control information	False	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	Lectures materials are used to explain relevant issues and to introduce appropriate concepts and techniques. Seminars are used to enable students to apply and develop skills in an interactive environment.	The formal examination tests students' intended knowledge and skills outcomes, in particular the framing of data into relevant management accounting and control information and the use and interpretation of this information. The assessment scheme examines students on set problems of management accounting and control systems as applied to planning, decision-making and control.\r\n\r\nThe group project tests students on the application of management accounting and control systems by use of an extended problem/short case incorporating features of real-world complexity. Self and peer review will take place after the report, and individuals will receive the group mark adjusted according to self and peer review i.e. their own and their team members’ assessment of each other’s contributions to report. Each team is to keep a log of its meetings, which should be handed in with the report itself. The module leader retains the right to adjust individual marks where it is deemed necessary in the interests of fairness.	False	NaN	NaN	False	False	False	False	Original Handbook text:\r\n\r\nESSENTIAL TEXTBOOK\r\nManagement and Cost Accounting (6th edition)\r\n- 5th edition also acceptable\tby Alnoor Bhimani, Charles T. Horngren, Srikant M. Datar, Madhav Rajan \r\n. \t\t\t\t\t\r\nManagement and Cost Accounting (8th edition)\r\n- 7th edition also acceptable\tby Colin Drury	NaN	2022	22	D-NUBS	M001	104530	02-11-2021	False	False	False	False	Newcastle City Campus
2	ACC2005	50340720	Intermediate Financial Accounting	Intermediate Financial Accounting	999	False	False	True	10	True	10	False	10	5	L	ST	N	True	True	02-02-2022	True	19-01-2022	False	14-02-2023	NaN	None	E	1. To examine current financial reporting practice and how it impacts upon companies\r\n2. To enable students to develop accounts preparation and interpretation skills\r\n3. To provide an introduction to group accounts preparation\r\n\r\nThis is an intermediate financial reporting module. Most of the examples relate to companies reporting to shareholders. We shall consider how to account for a range of situations, including accounting for provisions, contingent liabilities and contingent assets, financial instruments and consolidation of group companies with reference to international accounting standards. The module will provide an introduction to the regulatory and IASB frameworks governing the production of financial statements.	1. Company Financial Statements\r\n\r\n2. The Frameworks of Financial Reporting\t\t\r\n\r\n3. Preparation of consolidated Group Accounts	C	By the end of the module, students should be able to:\r\nApply the requirements of Company Law and International Financial Reporting Standards concerning the format and content of company financial statements\r\nAssess and compare the effects of accounting policy choices on reported income, net assets and capital	By the end of the module, students should be able to:\r\nPrepare and interpret published financial statements of limited companies in accordance with IFRS	False	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	Lecture material introduces the course material to students, and concentrates upon some of the more challenging aspects of financial reporting. Students are given a programme of required reading to supplement the lecture materials and are encouraged to attempt questions as well as reading around subjects as widely as possible. The synchronous sessions consolidate the course material by allowing students to tackle problems in a small group environment, where the seminar leader is available to provide explanations and give extra help as required. The practice questions set will help students to develop problem-solving, numeracy and written-communication skills. The synchronous sessions are designed to encourage discussion by probing the implications of alternative accounting policy choices and trends in financial reporting. Students are required to attend synchronous seminar sessions with their attempts at set questions ready to discuss these with the rest of the group.	The semester 2 written examination tests the students' intended knowledge and skills outcomes, in particular their ability to write succinct essays and solve numerical problems, covering content from both semesters. The semester 1 MCQ examination will provide an assessment of students' core knowledge of IFRS standards covered in semester 1.\r\n\r\nIn the case of an alternative semester 2 assessment (worth 75% of the overall module mark) being necessary due to circumstances, the module leader will in the first instance consult with the DPD as to the requirements of the professional accrediting body to discuss possible acceptable alternatives. In 2020/21 this alternative was a 24 hour take home exam delivered online, and it is envisioned that if circumstances do not allow a present-in-person timed exam at the end of semester 2, and the professional body agrees, than this may well be an example of the type of alternative assessment which could be put in place.	False	NaN	NaN	False	False	False	False	Original Handbook text:	NaN	2022	22	D-NUBS	M001	104531	02-11-2021	False	False	False	False	Newcastle City Campus
3	ACC2007	50340721	Responsible Corporate Finance	Responsible Corporate Finance	999	False	False	True	10	True	10	False	10	5	L	ST	N	True	True	02-02-2022	True	21-09-2022	False	14-02-2023	Equivalent Stage 1 Maths Statistics module	None	E	This module aims for develop an understanding of responsible corporate finance by examining analytical frameworks for the knowledge of the firm's major financing decisions by considering the theoretical models that explain these decisions. The module also examines Finance and Professional Codes of Conduct & Ethics, using real world examples to highlight professional behaviours and the changing ESG environment that accountants and treasurers are now expected to operate in.	1- Scope and nature of corporate finance\r\n2- Valuation of debt and equity\r\n3- Security and portfolio analysis \r\n4- Capital market efficiency\r\n5- Asset pricing models and their applications\r\n\r\n6- Raising Capital: Debt and Equity\r\n7- Risk Management: Options, FRA's and Futures\r\n8- Capital structure\r\n9- Dividend policy\r\n10- Finance, ESG and Professional Codes of Conduct & Ethics	Y	By the end of the module students will be able to \t\r\n- Demonstrate critical understanding of theories and models in finance, and the way they are developed.\r\n- Evaluate the key financial decisions faced by a firm and how theories can inform practice.\r\n- Compare different approaches to solve financial problems and the ability to critically evaluate them under different circumstances.\r\n- Analyse, summarize and interpret academic research for financial decision making.	By the end of the module students will acquire the following skills:\r\n- Quantitative skills in financial analysis and projections \r\n- Critical discussion with evidence\r\n- Effective communication\r\n- Solve structured and unstructured problems	False	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	Lecture materials are designed to provide an introduction and exposition of key models, research and financial decisions\r\n\r\nPrivate study enables students to develop this in more detail.\r\n\r\nScehduled contact time provides an opportunity for students to work individually and in groups to discuss reading and work through problem questions. Group sessions provide an opportunity for students to develop their problem solving skills	The formal examination assesses the students' intended knowledge and skills outcomes as well as problem solving, numeracy and written communication skills.\r\n\r\nFor 2022/23 onwards it is the intention of the module team to move the Inspera digital exams platform for an in-person digital 3 hour closed book exam. Should this not be possible, the exam will remain as a written 3 hour closed book exam.\r\n\r\nIn the case of an alternative semester 2 assessment being necessary due to circumstances, the module leader will in the first instance consult with the DPD as to the requirements of the professional accrediting body to discuss possible acceptable alternatives. In 2020/21 this alternative was a 24 hour take home exam delivered online, and it is envisioned that if circumstances do not allow a present-in-person timed exam (digital or written) at the end of semester 2, and the professional body agrees, than this may well be an example of the type of alternative assessment which could be put in place.	False	NaN	NaN	False	False	False	False	Original Handbook text:	NaN	2022	22	D-NUBS	M001	104532	02-11-2021	False	False	False	False	Newcastle City Campus
4	ACC2008	50604711	Introduction to Corporate Finance	Introduction to Corporate Finance	999	False	False	True	10	False	0	False	5	5	L	ST	N	True	True	02-02-2022	True	13-01-2022	False	14-02-2023	Sufficient Knowledge of Maths and Stats and Introductory Finance.	None	E	To provide an analytical framework for the knowledge of the firm's major financing decisions by considering the theoretical models that explain these decisions.	1- Scope and nature of corporate finance\r\n2- Valuation of debt and equity\r\n3- Security and portfolio analysis \r\n4- Capital market efficiency\r\n5- Asset pricing models and their applications	Y	By the end of the module students will be able to \t\r\n- Demonstrate critical understanding of theories and models in finance, and the way they are developed.\r\n- Evaluate the key financial decisions faced by a firm and how theories can inform practice.\r\n- Compare different approaches to solve financial problems and the ability to critically evaluate them under different circumstances.\r\n- Analyse, summarize and interpret academic research for financial decision making.	1. Financial Analysis\r\n2. Critical evaluation of arguments and evidence\r\n3. Drawing conclusions from problems	False	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	Lectures are designed to provide an introduction and exposition of key models, research and financial decisions [A1]\r\nPrivate study enables students to develop this in more detail.\r\n\r\nSeminars provide an opportunity for students to work individually and in groups to discuss reading and work through problem questions. [B1-B3]. Group feedback sessions provide an opportunity for students to develop their problem solving skills [B1] - [B3]	The examination assesses the students' intended knowledge and skills outcomes as well as problem solving and numeracy skills.	False	NaN	NaN	False	False	False	False	Original Handbook text:	NaN	2022	22	D-NUBS	M001	104533	14-01-2022	False	False	False	False	Newcastle City Campus
5	ACC2009	50830516	Strategic Business Analysis	Strategic Business Analysis	999	False	False	True	10	True	10	False	10	5	L	ST	N	True	True	02-02-2022	True	13-01-2022	False	14-02-2023	ECO1017, or equivalent modules	NaN	E	To enable students to understand how businesses develop and implement strategic choices.\r\n\r\nTo understand and analyse business objectives, market position, and internal and external factors affecting strategic choices.	Analysis of the internal and external strategic position of organisations, both international and domestic.\r\n\r\nIdentification, justification and selection of appropriate strategic options for an organisation. \r\n\r\nImplementation of strategic options, including marketing, human resource management and the effect of changing technology.	Y	By the end of the module students will be able to:\r\n- analyse business objectives, market position and strategic direction\t\t\r\n\t\t\r\n- examine the likely consequences of strategic choices and question appropriate strategies\t\t\r\n\t\t\r\n - use relevant models and techniques to aid practical implementation of strategy	By the end of the module students will be able to:\r\n\r\n- analyse current strategic issues in business\t\t\r\n\t\t\r\n- apply relevant tools and techniques to debate the effect of strategic issues on business\t\t\r\n\t\t\r\n- criticise theoretical models and question their usefulness in the current business environment	False	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	This module aims to introduce students to some key concepts relating to business strategy. Lecture materials are used to explain the issues, and to introduce theory, concepts and techniques. Practice questions and discussion boards will allow for discussion and application of the material covered and issues raised. Students will have the opportunity to develop their understanding and judge their progress in these sessions. Reading is required to support the module and is essential to developing a rounded view of the material.	Formative assessment will be used to prepare students for the final examination which needs to be in a particular format to meet accreditation requirements.\r\nFormative work throughout the course will be used to prepare students for the final examination which needs to be in a particular format to meet accreditation requirements. This work is not assessed.\r\n\r\nIn the case of an alternative semester 2 assessment being necessary due to circumstances, the module leader will in the first instance consult with the DPD as to the requirements of the professional accrediting body to discuss possible acceptable alternatives. In 2020/21 this alternative was a 24 hour take home exam delivered online, and it is envisioned that if circumstances do not allow a present-in-person timed exam at the end of semester 2, and the professional body agrees, than this may well be an example of the type of alternative assessment which could be put in place.	False	NaN	NaN	False	False	False	False	NaN	NaN	2022	22	D-NUBS	M001	104534	02-11-2021	False	False	False	False	Newcastle City Campus
6	ACC2020	50830520	Auditing	Auditing	999	False	False	True	10	True	10	False	10	5	L	ST	N	True	True	02-02-2022	True	13-01-2022	True	14-02-2023	None	NaN	E	To enable students to understand what auditing means in the context of professional frameworks: how organisations try to seek audit assurance and how this is reported to the relevant stakeholders within an international context.	Planning and risk assessment\r\nInternal control\t\r\nInternal audit and corporate governance\r\nGathering audit evidence; assessing and using Internal controls\r\nReview and reporting\r\nProfessional ethics	C	At the end of the module students will be able in relation to:\r\n•\tStatutory Audit and Other Assurance – discuss the objectives and principal characteristics of statutory audit and other assurance engagements. \r\n•\tUnderstanding the business - evaluate information systems, internal control systems and identify significant business risks (financial, operational and compliance). \r\n•\tAudit Components – demonstrate an understanding of the issues involved in planning an audit and in obtaining, recording and evaluating audit evidence.\r\n•\tReporting and Communicating – discuss the nature, content and timing of the various forms of report through which the auditor communicates, including the ability to communicate the outcomes of statutory audits and other assurance engagements clearly, concisely and unambiguously.	At the end of this module students will be able to:\r\n•\tDemonstrate knowledge and understanding of ethical, technical, legal and professional aspects of audit and assurance.\r\n•\tDiscuss and apply concepts which impact on the audit and assurance process.\r\n•\tInterpret and assess the impact of data, evidence and issues on the audit and assurance process.\r\n•\tDevelop problem solving skills in diverse scenario-based socio-cultural environments.	False	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	The syllabus requires students to master a wide range of principles and concepts, and then to apply to given scenarios. Helping students acquire this competence is best achieved by lecture materials, supported by seminars, significant reading and question practice as guided independent study.	Unseen examination is required to match professional recognition requirements. It is also an appropriate way of assessing knowledge and application of the principles and concepts involved.\r\nStudents will receive feedback on their progress through undertaking worked examples and questions in class and during seminars.\r\n\r\nIn the case of an alternative semester 2 assessment (worth 75% of the overall module mark) being necessary due to circumstances, the module leader will in the first instance consult with the DPD as to the requirements of the professional accrediting body to discuss possible acceptable alternatives.	False	NaN	NaN	False	False	False	False	Original Handbook text:	NaN	2022	22	D-NUBS	M001	104535	02-11-2021	False	False	False	False	Newcastle City Campus
7	ACC2021	50340733	Understanding Company Accounts	Understanding Company Accounts	999	False	False	True	10	True	10	False	10	5	L	ST	N	True	True	02-02-2022	True	13-01-2022	True	14-02-2023	An understanding of financial Accounting is required for the module provided by ACC1010	None	E	- to enable students to appraise a company's financial condition and performance from its published accounts, paying particular attention to the context of its operating environment and accounting policy choices\r\n\r\n- To develop project management skills\r\n\r\n- To develop team working skills\r\n\r\n- To develop report writing skills\r\n\r\n- To develop presentational skills\r\n\r\n- To develop computer literacy	Analysis of the business environment, ratio analysis, report writing, working in teams, work on presentations.\r\n\r\nA 6000 word project and presentation will be carried out in teams of students, analysing a set of company accounts.	C	By the end of the module students should be able to:\r\nExamine the key indicators of financial performance and compare the performance of one company with others. \r\nAppraise the impact of accounting policies on financial disclosures\r\nInvestigate the interaction of a company with the business environment to appreciate that accounting does not exist in a vacuum. \r\nUse appropriate software to process financial information and rationalise and present the results.	By the end of the module students should be able to:\r\nPresent an analysis of financial statements, including ratio analysis, that illustrates and compares (by means of graphs, tables and charts as appropriate) trends and features of the financial performance and position of a publicly listed company and, where appropriate comparative companies. \r\nAnalyse the operating environment and history of a publicly listed company\r\nCarry out self reflection on their experience and development in the module and present this in a multimedia format.	False	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	Lectures materials and module talks will explain the aims, objectives, structure and operation of the module, students will be placed in teams and a company will be allocated to each team. Lecture material and learning and teaching on team working, self reflection and on the analysis and interpretation of company accounts will provide a framework for understanding the following key indicators of financial performance:\r\n1. level of growth\r\n2. profitability, cost structure and impact of accounting policies;\r\n3. cash generation and liquidity;\r\n4. level of investment as a safeguard for future profitability;\r\n5. structure of a company's finance.\r\n\r\nStudents are expected to obtain relevant background information for example via the the library, which is well-stocked with periodicals and other relevant sources e.g. Financial Times, industry/economic reports etc. All students have the opportunity to consult with academic staff on a group basis throughout the module. Students are required to take the initiative to arrange team meetings, consultations with staff as required, and to play a full part in the work of the group. Team working, research and report writing skills are thus developed through the project as well as analytical and numerical skills.	Self and peer review will take place after the report and presentations, and individuals will receive the group mark adjusted according to self and peer review i.e. their own and their team members' assessment of each other's contributions to report and presentation. Each team is to keep a log of its meetings, which should be handed in with the project itself. The Module Leader retains the right to adjust individual marks where it is deemed necessary in the interests of fairness.\r\nNon-engagement with the team and module materials may result in a student being considered as achieving 0 marks for the group part of the module. \r\n\r\nThe group report, group presentation and multimedia self reflection test the students' knowledge and skills outcomes without exception.	True	10-03-2016	Exemption from Assessment Tariff granted in order to introduce an individual component to this module that has previously been assessed by means of 100% group work. \r\nthe group report and a group presentation were deemed to be valuable pieces of assessment in the development of graduate attributes of stage 2 students and it was felt that both should be kept.	False	False	False	False	Original Handbook text:	NaN	2022	22	D-NUBS	M001	104536	02-11-2021	False	False	False	False	Newcastle City Campus
8	ACC2024	50607836	Management Accounting Systems	Management Accounting Systems	999	False	False	True	10	False	0	False	5	5	L	ST	N	True	True	02-02-2022	True	24-08-2022	True	20-10-2021	Introductory Management Accounting	None	E	(a) To provide a framework of the methods and techniques of management accounting and control.\r\n\r\n(b) To provide a framework for an understanding of the design and operation of management accounting and control systems by considering conceptual and practical issues involved.	The module is delivered by means of a series of lectures and seminars.\r\n\r\nIt covers:\r\nResearch methodologies of management accounting \r\nCosting (including ABC)\r\nPlanning and control systems (including budgeting and beyond budgeting)\r\nPerformance management system\r\nCurrent issues and transfer pricing	Y	By the end of the module students will be able to : \r\n\r\n- Demonstrate an understanding of the issues involved in designing and operating management accounting and control systems that require to serve diverse purposes. \r\n\r\n- Examine current research issues in management accounting.	By the end of the module students will be able to:\r\n\r\n- Manipulate data into relevant management accounting and control information for planning, decision-making and control \r\n\r\n- Interpret management accounting and control information	False	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	Lectures are used to explore relevant issues and to introduce appropriate concepts and techniques. Seminars are used to enable students to apply and develop skills in an interactive environment.	Assignment-short case study requiring numerical analysis and the production of a short written report (c. 500 words)\r\n\r\nThe assessment is designed to test all the learning outcomes.\r\n\r\nSEMESTER ONE ONLY STUDY ABROAD: assessment remains unchanged but submission date earlier	False	NaN	NaN	False	False	False	False	Original Handbook text:	NaN	2022	22	D-NUBS	M001	104537	02-11-2021	False	False	False	False	Newcastle City Campus
9	ACC2025	50608953	SA Sem 1 Intermediate Financial Accounting	SA Sem 1 Intermediate Financial Accnt	999	False	False	True	10	False	0	False	5	5	L	ST	N	True	True	02-02-2022	True	13-01-2022	False	14-02-2023	Prior accounting study essential	None	E	To examine current financial reporting practice and how it impacts on companies. \r\nTo develop accounts preparation skills.	Preparation and presentation of published financial statements of limited companies in accordance with selected International Accounting Standards.	Y	By the end of the module, students should be able to:\r\nApply the requirements of company law and International Financial Reporting Standards concerning the format and content of company financial statements. \r\nAssess and compare the effects of accounting policy choice on reported income, net assets and capital	By the end of the module, students should be able to:\r\nPrepare published financial statements of limited companies in accordance with IFRS	False	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	Lectures introduce the course material and concentrate on expositions of some of the more complex aspects. Students are given a programme of reading to support the lecture. Seminars consolidate course material by allowing students to tackle problems in an environment where they can seek help and explanations, as well as getting feedback on how well they are progressing. Seminars also help develop key skills in problem-solving and numeracy. Students are required to come to sessions with their attempts at set questions and then to discuss these issues in small teams.	100% in class test.	False	NaN	NaN	False	False	False	False	Original Handbook text:	NaN	2022	22	D-NUBS	M001	104538	02-11-2021	False	False	False	False	Newcastle City Campus

	ModuleCode	SapObjectId	Title	ShortTitle	MaxCapacity	IsNew	IsDummy	Semester1Offered	Semester1CreditValue	Semester2Offered	Semester2CreditValue	Semester3Offered	Semester3CreditValue	EctsCreditValue	FheqLevel	Mode	Delivery	StandAloneAvailability	IsOffered	IsFtlcApproved	DateFtlcApproved	IsBosApproved	DateBosApproved	IsUploadedToSap	DateSapUploaded	PreRequisiteComment	CoRequisiteComment	Availability	Aims	OutlineOfSyllabus	StudyAbroad	IntendedKnowledgeOutcomes	IntendedSkillOutcomes	GraduateSkillsFrameworkApplicable	CriticalThinking	DataSynthesis	ActiveLearning	Numeracy	Literacy	SelfAwarenessAndReflection	InnovationAndCreativity	Initiative	Independence	Adaptability	ProblemSolving	Budgeting	Oral	ForeignLanguages	Interpersonal	WrittenOther	Collaboration	RelationshipBuilding	Leadership	Negotiation	PeerAssessmentReview	OccupationalAwareness	MarketAwareness	GovernanceAwareness	FinancialAwareness	BusinessPlanning	EthicalAwareness	SocialCulturalGlobalAwareness	LegalAwareness	SourceMaterials	SynthesiseAndPresentMaterials	UseOfComputerApplications	GoalSettingAndActionPlanning	DecisionMaking	TeachingRationaleAndRelationship	AssessmentRationaleAndRelationship	ExemptFromAssessment	ExemptFromAssessmentDate	ExemptFromAssessmentComment	IsHepatitisAImmunisationOffered	IsHepatitisBImmunisationOffered	IsTetanusImmunisationOffered	IsAllergyScreeningOffered	GeneralNotes	NonStandardSessionOfOffering_id	AcademicYear	AcademicYearId	SchoolCode	MarkingScale	Module_Id	Timestamp	IsThemedAgeing	IsThemedSocialRenewal	IsThemedSustainability	IsSapUploadDisabled	TeachingLocation
5349	CSC8433	53395824	Business Applications 1	Business Applications 1	999	True	False	False	0	False	0	True	10	5	7	L	BL	N	True	True	27-09-2022	True	27-09-2022	True	27-09-2022	NaN	NaN	E	This module aims to equip apprentices with the technical and practical experience to function as successful software engineering practitioners. It will provide apprentices with a Project Based challenge* that requires them to learn and apply their skills in Advanced Programming and Web Technologies, previously learned skills in Human-Computer-Interaction, Project Management and Software Engineering processes.\r\n\r\nIn this module, the apprentices will design, develop, and manage a software engineering project and its timeline following agile, lean or other industry recognized approaches. They will apply HCI methodologies to design a product driven by user experience that incorporates an extended knowledge of Java. Further, they will create a presentation based on their product for stakeholders. \r\n\r\n*Apprentices and their employers who wish to apply a project from their workplace must consult with the Module Leader to ensure the scope is manageable in the semester, and the project criteria are met. Please note that this Module focuses on group work. Employers must be able to give the Apprentice a project that includes group work throughout.	The module will cover:\r\n•Advanced Programming:\r\no\tServer side programming\r\no\tCommon data structures and manipulation of collections of objects.\r\no\tConcurrent programming\r\n•Introduction to Database Systems\r\n•Web Technologies:\r\no\tBasic languages (e.g. HTML, CSS, JavaScript).\r\no\tForms & scripts.\r\no\tClient-server development.\r\no\tWeb/Database integration.	N	To be able to\r\no\t(K2) Describe & discuss advanced features of Java programmingincluding: o Concurrent programming,\r\no\tServer programming\r\n•\t(K1)Describe current and emerging Internet technologies\r\n•\t(K1, K2)Explain the relevant technology underlying web content delivery and presentation\r\n•\t(K2, K4)Describe database system design and use\r\n•\t\r\nDegree Apprenticeship Standards\r\nThe outcomes listed above support the Digital and Technology Solutions Specialist; Software Engineering Specialist, Level 7 domain specific outcomes:\r\n•\tKnowledge 1: The rationale for software platform and solution development, including the organisational context.\r\n•\tKnowledge 2: The various inputs, statements of requirements, security considerations and constraints that guide solution architecture and the development of logical and physical systems' designs;\r\n•\tKnowledge 4: The approaches used to modularise the internal structure of an application and describe the structure and behaviour of applications used in a business, with a focus on how they interact with each other and with business users;\r\n\r\nImportant to note that should MoF outcomes be adjusted they directly impact the credibility of the Apprenticeships Domain standards. The Domain standards are also listed in the End Point Assessment (EPA), Capstone MOF, and need to be introduced early in the programme to help apprentices develop and practice these skills.	Intended Skills Outcomes:\r\nTo be able to\r\n•\tUse advanced features of Java programs including (S3):\r\no\tConcurrent and event-driven programming,\r\no\tSimple algorithms and data structures.\r\n•\t\r\n•\tIdentify the principal hardware components and software services which provide infrastructure for the Internet from the global scale down to the desktop (S3).\r\n•\t\r\n•\tConstruct simple web-based applications using common, current tools and systems.(S3) (C PC S7)\r\n•\t\r\n•\tIdentify, document, review and design IT enabled business processes that define a set of activities that will accomplish specific organisational goals and provides a systematic approach to improving processes (S6) (C PC S7)\r\n\r\nIntended Behaviour Outcomes:\r\nTo be able to\r\n•\tInspire and motivate others to deliver excellent technical solutions and outcomes (C L B1)\r\n•\tEstablish high levels of performance in digital and technology solutions activities (C L B2)\r\n•\tCreate strong positive relationship with team members to produce high performing technical teams (C L B3)\r\n•\tBe results and outcomes driven to achieve high key performance outcomes for digital and technology solutions objectives (C L B4)\r\n•\tPromote a high level of cooperation between own work group and other groups to establish a technology change led culture (C L B5)\r\n•\tDevelop and support others in developing an appropriate balance of leadership and technical skills (C L B6)\r\n\r\nDegree Apprenticeship Standards\r\nThe outcomes listed above support the Digital and Technology Solutions Specialist; Software Engineering Specialist, Level 7 domain specific outcomes:\r\n•\tSkill 3: Develop and deliver, distributed or semi-complex software solutions that are scalable and which deliver innovative user experiences and journeys that encompass cross-functional teams, platforms and technologies\r\n•\tSkill 6: Be accountable for the quality of deliverables from one or more software development teams (source code quality, automated testing, design quality, documentation etc.) and following company standard processes (code reviews, unit testing, source code management etc.).\r\n\r\nThis MoF also aligns with the Core standards (C)\r\n•\tLeadership Behaviour 1: Inspire and motivate others to deliver excellent technical solutions and outcomes (C L B1)\r\n•\tLeadership Behaviour 2: Establish high levels of performance in digital and technology solutions activities (C L B2)\r\n•\tLeadership Behaviour 3: Be results and outcomes driven to achieve high key performance outcomes for digital and technology solutions objectives (C L B3)\r\n•\tLeadership Behaviour 4: Promote a high level of cooperation between own work group and other groups to establish a technology change led culture. (C L B4)\r\n•\tLeadership Behaviour 5: Develop and support others in developing an appropriate balance of leadership and technical skills (C L B5)\r\n•\tLeadership Behaviour 6: Create strong positive relationship with team members to produce high performing technical teams (C L B6)\r\n•\tProfessional Competencies Skill 7: Demonstrate self-direction and originality in solving problems, and act autonomously in planning and implementing digital and technology solutions specialist tasks at a professional level (C PC S7)\r\n•\tBusiness and Change Management Skill 1: Identify, document, review and design complex IT enabled business processes that define a set of activities that will accomplish specific organisational goals and provides a systematic approach to improving those processes (C BCM S1)\r\n•\t\r\nNOTE:\r\nAll learning outcomes are aligned to the Digital and Technology Solutions Specialist (integrated degree) which is subject to change every three years from the date of publication E.g. Next review is August 7 2021. \r\nhttps://www.instituteforapprenticeships.org/apprenticeship-standards/digital-and-technology-solutions-specialist-integrated-degree/	False	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	This module will apply the tenets of Project Based Learning (PBL) whereby apprentices are presented with a challenge that requires apprentices to produce a product in response to the challenge.\r\n(For apprentices with less technical background more scaffolding will be available, but the integrity of the challenge will not be reduced. They will become confident in approaching and understanding how to solve the problem.) \r\n\r\nChallenge and lecture materials are released at the start of the week, apprentices have a couple of days to try and solve the challenge with the tools at their disposal. They may use drop in sessions, and group discussion boards to collaboratively solve or discuss ideas. They submit their attempt(s) at the challenge in advance of the live seminar so that demonstrators and instructors can provide feedback. After the seminar there is another lab session to reinforce and walk through the steps again, should apprentices need additional practice and support.	There are two summative assessments in this module that include an individual Lab Report and a report. The first is intended to assess individual’s technical understanding of the content. The second report is a description of their contribution to the group work activities that include: software interaction and architecture planning, implementation steps and evaluation as well as consideration of legal, social and ethical perspectives for their solution.\r\n\r\nTo support the summative assessments, there are non-assessed weekly labs. These provide apprentices the opportunity to learn and discuss technical skills, as well as receive step by step guidance from a demonstrator. Attending these sessions will help apprentices practice, master, and write their summative Lab Report.\r\nOther activities that exist to support mastery of learning, but not formatively assessed, include weekly workshops, and skills practice in the workplace. Workshops allow the instructor to meet with groups regularly for a status update on their work towards their final project, help address any technical or group questions and issues, and provide groups feedback. Workshops are also an opportunity to learn from University researchers and practitioners in the workplace in the form of seminars and activities to help build apprentices interpersonal skills. \r\n\r\nThis apprenticeship recognizes that not all learning can be mastered in one day, therefore there is time allocated for practicing skills, meaning apprentices can transfer their knowledge and skill into the workplace. These opportunities need to be identified during tri monthly tripartite meetings with the apprentice, their manager and their teaching fellow. These events are then documented in another platform (APTEM) which members of the tripartite conversation can access.	False	NaN	NaN	False	False	False	False	NaN	NaN	2022	22	D-COMP	M003	111337	28-09-2022	False	False	False	False	Newcastle City Campus
5350	CSC8434	53395875	Server-side Development	Server-side Development	999	True	False	True	10	False	0	False	0	5	7	L	BL	N	True	True	03-11-2022	True	03-11-2022	True	03-11-2022	NaN	NaN	E	This module aims to equip apprentices with the technical and practical experience to function as successful software engineering practitioners. It will provide apprentices with a Project Based challenge* that requires them to learn and apply their skills to design, implement and run a three-tier business application end-to-end in Java (that is, from client to database), previously learned skills in Web-technologies, Human-Computer-Interaction, Project Management and Software Engineering processes.\r\n\r\nIn this module, the apprentices will design, develop, and manage a software engineering project and its timeline following agile, lean or other industry-recognized approaches. They will be able to transfer the understanding of three-tier socket-based applications to a web-based setting (based on HTTP). They will apply HCI methodologies to design a product driven by user experience that incorporates an extended knowledge of Java. Further, they will create a presentation based on their product for stakeholders.	The module will cover:\r\n\r\n•\tAdvanced Programming:\r\no\tServer side programming\r\no\tCommon data structures and manipulation of collections of objects.\r\no\tConcurrent programming\r\n•\tIntroduction to Database Systems	N	To be able to\r\n-(K2) Describe & discuss advanced features of Java programming including: \r\n\t-Concurrent programming,\r\n\t-Server programming\r\n\r\n-(K1, K2) Explain the relevant technology underlying web content delivery and presentation\r\n-(K2, K4) Describe database system design and use\r\n\r\nDegree Apprenticeship Standards\r\nThe outcomes listed above support the Digital and Technology Solutions Specialist; Software Engineering Specialist, Level 7 domain specific outcomes:\r\n•\tKnowledge 1: The various inputs, statements of requirements, security considerations and constraints that guide solution architecture and the development of logical and physical systems' designs;\r\n•\tKnowledge 2: The approaches used to modularise the internal structure of an application and describe the structure and behaviour of applications used in a business, with a focus on how they interact with each other and with business users;\r\n\r\nImportant to note that should MoF outcomes be adjusted they directly impact the credibility of the Apprenticeships Domain standards. The Domain standards are also listed in the End Point Assessment (EPA), Capstone MOF, and need to be introduced early in the programme to help apprentices develop and practice these skills.	IIntended Skills Outcomes:\r\nTo be able to\r\n•\tUse advanced features of Java programs including (S3):\r\n•\tIdentify the principal hardware components and software services which provide infrastructure for\r\nthe Internet from the global scale down to the desktop (S3).\r\n•\tConstruct simple web-based applications using common, current tools and systems.(S3) (C PC S7)\r\nIdentify, document, review and design IT enabled business processes that define a set of activities that will accomplish specific organisational goals and provides a systematic approach to improving processes (S6) (C PC S7)\r\nIntended Behaviour Outcomes:\r\nTo be able to\r\n•\tInspire and motivate others to deliver excellent technical solutions and outcomes (C L B1)\r\n•\tEstablish high levels of performance in digital and technology solutions activities (C L B2)\r\n•\tCreate strong positive relationship with team members to produce high performing technical teams (C L B3)\r\n•\tBe results and outcomes driven to achieve high key performance outcomes for digital and technology solutions objectives (C L B4)\r\n•\tPromote a high level of cooperation between own work group and other groups to establish a technology change led culture (C L B5)\r\n•\tDevelop and support others in developing an appropriate balance of leadership and technical skills (C L B6)\r\n\r\nDegree Apprenticeship Standards\r\nThe outcomes listed above support the Digital and Technology Solutions Specialist; Software Engineering Specialist, Level 7 domain specific outcomes:\r\n•\tSkill 3: Develop and deliver, distributed or semi-complex software solutions that are scalable and which deliver innovative user experiences and journeys that encompass cross-functional teams, platforms and technologies\r\n•\tSkill 6: Be accountable for the quality of deliverables from one or more software development teams (source code quality, automated testing, design quality, documentation etc.) and following company standard processes (code reviews, unit testing, source code management etc.).\r\nThis MoF also aligns with the Core standards (C)\r\n•\tLeadership Behaviour 1: Inspire and motivate others to deliver excellent technical solutions and outcomes (C L B1)\r\n•\tLeadership Behaviour 2: Establish high levels of performance in digital and technology solutions activities (C L B2)\r\n•\tLeadership Behaviour 3: Be results and outcomes driven to achieve high key performance outcomes for digital and technology solutions objectives (C L B3)\r\n•\tLeadership Behaviour 4: Promote a high level of cooperation between own work group and other groups to establish a technology change led culture. (C L B4)\r\n•\tLeadership Behaviour 5: Develop and support others in developing an appropriate balance of leadership and technical skills (C L B5)\r\n•\tLeadership Behaviour 6: Create strong positive relationship with team members to produce high performing technical teams (C L B6)\r\n•\tProfessional Competencies Skill 7: Demonstrate self-direction and originality in solving problems, and act autonomously in planning and implementing digital and technology solutions specialist tasks at a professional level (C PC S7)\r\n•\tBusiness and Change Management Skill 1: Identify, document, review and design complex IT enabled business processes that define a set of activities that will accomplish specific organisational goals and provides a systematic approach to improving those processes (C BCM S1)\r\n•\r\nNOTE:\r\nAll learning outcomes are aligned to the Digital and Technology Solutions Specialist (integrated degree) which is subject to change every three years from the date of publication E.g. Next review is August 7 2021.\r\nhttps://www.instituteforapprenticeships.org/apprenticeship-standards/digital-and-technology- solutions-specialist-integrated-degree/	False	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	This module will apply the tenets of Project Based Learning (PBL) whereby apprentices are presented with a challenge that requires apprentices to produce a product in response to the challenge.\r\n(For apprentices with less technical background more scaffolding will be available, but the integrity of the challenge will not be reduced. They will become confident in approaching and understanding how to solve the problem.) \r\n\r\nChallenge and lecture materials are released at the start of the week, apprentices have a couple of days to try and solve the challenge with the tools at their disposal. They may use drop in sessions, and group discussion boards to collaboratively solve or discuss ideas. They submit their attempt(s) at the challenge in advance of the live seminar so that demonstrators and instructors can provide feedback. After the seminar there is another lab session to reinforce and walk through the steps again, should apprentices need additional practice and support.	There is one summative assessment in this module intended to assess the technical understanding of the content covered. \r\n\r\nTo support the summative assessments, there are non-assessed weekly labs. These provide apprentices the opportunity to learn and discuss technical skills, as well as receive step by step guidance from a demonstrator. Attending these sessions will help apprentices practice, master, and write their summative Lab Report.\r\nOther activities that exist to support mastery of learning, but not formatively assessed, include weekly workshops, and skills practice in the workplace. Workshops allow the instructor to meet with groups regularly for a status update on their work towards their final project, help address any technical or group questions and issues, and provide groups feedback. Workshops are also an opportunity to learn from University researchers and practitioners in the workplace in the form of seminars and activities to help build apprentices interpersonal skills.\r\n\r\nThis apprenticeship recognizes that not all learning can be mastered in one day, therefore there is time allocated for practicing skills, meaning apprentices can transfer their knowledge and skill into the workplace. These opportunities need to be identified during tri monthly tripartite meetings with the apprentice, their manager and their teaching fellow. These events are then documented in another platform (APTEM) which members of the tripartite conversation can access.	False	NaN	NaN	False	False	False	False	NaN	NaN	2022	22	D-COMP	M003	111338	28-09-2022	False	False	False	False	Newcastle City Campus
5351	CSC8435	53396173	Web Client Applications	Web Client Applications	999	False	False	False	0	False	0	True	10	5	7	L	BL	N	True	True	03-11-2022	True	03-11-2022	True	03-11-2022	NaN	NaN	E	This module aims to equip apprentices with the technical and practical experience to function as successful software engineering practitioners. It will provide apprentices with a practical challenge that requires them to learn and apply their skills in web application development, demonstrating an understanding of user interface design, and their ability to create meaningful web content.\r\n\r\nThey will also produce reports to demonstrate their understanding of accessibility issues and application testing.	The module will cover:\r\n\r\n•\tWeb Technologies:\r\no\tBasic languages (e.g. HTML, CSS, JavaScript).\r\no\tForms & scripts\r\no\tWeb architecture\r\no\tClient-server relationship\r\no\tHTTP and REST protocols\r\no\tWeb standards and validation\r\no\tResponsive web design	N	To be able to:\r\n\r\n-Web application development \r\n\r\n•\t(K1)Describe current and emerging Internet technologies\r\n•\t(K1, K2)Explain the relevant technology underlying web content delivery and presentation\r\n\r\n\r\nDegree Apprenticeship Standards\r\nThe outcomes listed above support the Digital and Technology Solutions Specialist; Software Engineering Specialist, Level 7 domain specific outcomes:\r\n•\tKnowledge 1: The rationale for software platform and solution development, including the organisational context.\r\n•\tKnowledge 2: The various inputs, statements of requirements, security considerations and constraints that guide solution architecture and the development of logical and physical systems' designs;\r\n\r\nImportant to note that should MoF outcomes be adjusted they directly impact the credibility of the Apprenticeships Domain standards. The Domain standards are also listed in the End Point Assessment (EPA), Capstone MOF, and need to be introduced early in the programme to help apprentices develop and practice these skills.	Intended Skills Outcomes:\r\nTo be able to\r\n\r\n•\tConstruct simple web-based applications using common, current tools and systems.(S3) (C PC S7)\r\n•\tIdentify, document, review and design IT enabled business processes that define a set of activities that will accomplish specific organisational goals and provides a systematic approach to improving processes (S6) (C PC S7)\r\n\r\nIntended Behaviour Outcomes:\r\nTo be able to\r\n•\tInspire and motivate others to deliver excellent technical solutions and outcomes (C L B1)\r\n•\tEstablish high levels of performance in digital and technology solutions activities (C L B2)\r\n•\tCreate strong positive relationship with team members to produce high performing technical teams (C L B3)\r\n•\tBe results and outcomes driven to achieve high key performance outcomes for digital and technology solutions objectives (C L B4)\r\n•\tPromote a high level of cooperation between own work group and other groups to establish a technology change led culture (C L B5)\r\n•\tDevelop and support others in developing an appropriate balance of leadership and technical skills (C L B6)\r\n\r\nDegree Apprenticeship Standards\r\nThe outcomes listed above support the Digital and Technology Solutions Specialist; Software Engineering Specialist, Level 7 domain specific outcomes:\r\n•\tSkill 3: Develop and deliver, distributed or semi-complex software solutions that are scalable and which deliver innovative user experiences and journeys that encompass cross-functional teams, platforms and technologies\r\n•\tSkill 6: Be accountable for the quality of deliverables from one or more software development teams (source code quality, automated testing, design quality, documentation etc.) and following company standard processes (code reviews, unit testing, source code management etc.).\r\n\r\nThis MoF also aligns with the Core standards (C)\r\n•\tLeadership Behaviour 1: Inspire and motivate others to deliver excellent technical solutions and outcomes (C L B1)\r\n•\tLeadership Behaviour 2: Establish high levels of performance in digital and technology solutions activities (C L B2)\r\n•\tLeadership Behaviour 3: Be results and outcomes driven to achieve high key performance outcomes for digital and technology solutions objectives (C L B3)\r\n•\tLeadership Behaviour 4: Promote a high level of cooperation between own work group and other groups to establish a technology change led culture. (C L B4)\r\n•\tLeadership Behaviour 5: Develop and support others in developing an appropriate balance of leadership and technical skills (C L B5)\r\n•\tLeadership Behaviour 6: Create strong positive relationship with team members to produce high performing technical teams (C L B6)\r\n•\tProfessional Competencies Skill 7: Demonstrate self-direction and originality in solving problems, and act autonomously in planning and implementing digital and technology solutions specialist tasks at a professional level (C PC S7)\r\n•\tBusiness and Change Management Skill 1: Identify, document, review and design complex IT enabled business processes that define a set of activities that will accomplish specific organisational goals and provides a systematic approach to improving those processes (C BCM S1)\r\n•\r\nNOTE:\r\nAll learning outcomes are aligned to the Digital and Technology Solutions Specialist (integrated degree) which is subject to change every three years from the date of publication E.g. Next review is August 7 2021.\r\nhttps://www.instituteforapprenticeships.org/apprenticeship-standards/digital-and-technology- solutions-specialist-integrated-degree/	False	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	This module will apply the tenets of Project Based Learning (PBL) whereby apprentices are presented with a challenge that requires apprentices to produce a product in response to the challenge.\r\n(For apprentices with less technical background more scaffolding will be available, but the integrity of the challenge will not be reduced. They will become confident in approaching and understanding how to solve the problem.)\r\n\r\nChallenge and lecture materials are released at the start of the week, apprentices have a couple of days to try and solve the challenge with the tools at their disposal. They may use drop in sessions, and group discussion boards to collaboratively solve or discuss ideas. After the seminar there is another lab session to reinforce and walk through the steps again, should apprentices need additional practice and support.	There is one summative assessment in this module intended to assess the technical understanding of the content covered. \r\n\r\nTo support the summative assessments, there are non-assessed weekly labs. These provide apprentices the opportunity to learn and discuss technical skills, as well as receive step by step guidance from a demonstrator. Attending these sessions will help apprentices practice, master, and write their summative Lab Report.\r\nOther activities that exist to support mastery of learning, but not formatively assessed, include weekly workshops, and skills practice in the workplace. Workshops allow the instructor to meet with groups regularly for a status update on their work towards their final project, help address any technical or group questions and issues, and provide groups feedback. Workshops are also an opportunity to learn from University researchers and practitioners in the workplace in the form of seminars and activities to help build apprentices interpersonal skills.\r\n\r\nThis apprenticeship recognizes that not all learning can be mastered in one day, therefore there is time allocated for practicing skills, meaning apprentices can transfer their knowledge and skill into the workplace. These opportunities need to be identified during tri monthly tripartite meetings with the apprentice, their manager and their teaching fellow. These events are then documented in another platform (APTEM) which members of the tripartite conversation can access.	False	NaN	NaN	False	False	False	False	NaN	NaN	2022	22	D-COMP	M003	111340	29-09-2022	False	False	False	False	Newcastle City Campus
5352	NBS8629	53432137	Econometrics	Econometrics	999	True	False	True	10	False	0	False	0	5	7	L	ST	N	True	True	15-11-2022	True	19-10-2022	True	15-11-2022	NaN	NaN	E	The course introduces graduate level econometrics. The module provides students with the basic tools for understanding applied research and with solid mathematical foundations of econometric techniques.\r\n\r\nThe module covers the Linear Regression model in depth. Students are going to learn about the ordinary least squares estimator, its properties, and use in statistical inference. Students will learn how to deal with violations of the Gauss-Markov assumptions.	1. Introduction. What econometrics is about / The inference problem / Reminder of finite sample OLS properties.\r\n\r\n2. Statistical inference. Reminder on asymptotic theory (Law of Large Numbers, The Central Limit Theorem) / Asymptotics of OLS.\r\n\r\n3. Non-Spherical disturbances. Heteroscedasticity, Clustering, Autocorrelation.\r\n\r\n4. Identification Issues in the Linear Model. Omitted variable bias, Measurement error bias, Functional form misspecification.	N	At the end of the module students should be able to:\r\n\r\n1. Understand the theoretical properties of the Ordinary Least Squares estimator.\r\n\r\n2. Understand the potential violations of the Gauss-Markov Assumptions and the identification issues in the Linear Model.\r\n\r\n3. Know the relevant commands to these techniques on real-world data using R.	At the end of the module students should be able to:\r\n\r\n1. Conduct their empirical studies applying the covered techniques.\r\n\r\n2. Critically evaluate (their own or published) estimates and identify potential issues that arise when estimating a linear model.\r\n \r\n3. Have practised extensively their problem solving skills and have become experienced users of econometric software.	True	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	Lectures provide an exhaustive and in-depth introduction to the core course material, and introduction to required techniques. Computer classes will teach the application of these methods with real world data. Private study facilitates review and understanding of lecture material.	Unseen written in person exam is the best way to assess graduate level econometrics to the required standards. The formative assessment will give students the opportunity to receive feedback on exercises that will help guide their exam preparation.	False	NaN	NaN	False	False	False	False	NaN	NaN	2022	22	D-NUBS	M003	111342	16-11-2022	False	False	False	False	Newcastle City Campus
5353	NBS8630	53416710	Mathematics Foundations	Mathematics Foundations	999	True	False	False	0	False	0	False	0	0	7	B	ST	N	True	True	15-11-2022	True	15-11-2022	True	15-11-2022	NaN	NaN	E	• The aim of this blocked course is to prepare students for advanced studies in “Mathematics for\r\nEconomics and Finance”, “Introductory Econometrics”, and economic theory modules.\r\n• This course aims at refreshing univariate and multivariate calculus.\r\n• It also aims at introducing key concepts of linear algebra and illustrates the role matrices\r\nplay in economics, and econometrics.	• Real analysis (series and sequences, continuous functions, Taylor’s theorem, mean and extreme value theorems)\r\n• Univariate and multivariate calculus\r\n• Algebra of matrices and linear mappings’, determinants, diagonalization, and canonical forms, and vector spaces\r\n• Probability functions, conditional probability, permutations and combinations, Bayes rule\r\n• Continuous and discrete random variables, univariate and multivariate distributions, expectation and conditional expectation, moments\r\n• Sampling distributions, hypothesis testing, confidence intervals	N	Students will be able to manipulate equations and analyse properties of continuous and differentiable functions using calculus.\r\n\r\nStudents will have a good working knowledge of matrix algebra.\r\n\r\nStudent will understand key concepts of probability theory, random variables, and statistical inference.	Student will develop problem solving skills using calculus, real analysis, matrix algebra and statistics.\r\n\r\nStudents will be able to analyse economic problems using a variety of mathematical and statistical techniques and interpret the results.	True	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	• Lectures are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on homework.	NaN	False	NaN	NaN	False	False	False	False	NaN	NaN	2022	22	D-NUBS	M009	111343	25-10-2022	False	False	False	False	Newcastle City Campus
5354	NBS8631	53432699	Dissertation	Dissertation	999	True	False	False	0	False	0	True	60	30	7	L	ST	N	True	True	15-11-2022	True	15-11-2022	True	15-11-2022	NaN	None	E	To provide the opportunity for students to undertake an independent research project in Economics in which they apply the academic skills acquired during the year. The research will be supervised by a member of the academic staff, whose research interests will be closely aligned with the topic of research. Students will have supervisory meetings in the final term of the academic year; these meetings are for the MSc supervisor to offer guidance and monitor progress of the student.	The dissertation is a major piece of work which will enable students to apply the knowledge and skills developed during the taught element of the degree programme to their chosen research topic. As such there is no set syllabus for the dissertation module.	N	After completing the dissertation, students will: \r\n\r\n1. Understand the nature of general academic research. \r\n\r\n2. Gain in-depth knowledge of a general research topic in economics, both from an empirical and theoretical angle, including issues that are may not be settled in the literature related to such topic. \r\n\r\n3. Be able to propose or explain potential answers to one or more academic questions related to the particular topic chosen for the dissertation.	After completing the dissertation you will: \r\n\r\n1. Be able to undertake a literature review by identifying and critically assessing empirical and theoretical contributions to the literature, and presenting the conclusions in a structured way. \r\n\r\n2. Be able to formulate a research question and motivate it in relation to the findings and conclusions derived from the literature review. \r\n\r\n3. Be able to use novel econometric or suitable quantitative methods to obtain answers to a research question related to Economics, describe them and present them in a logical way. \r\n\r\n4. Be able to analyse the findings from the empirical exercise and critically assess them in relation to theoretical arguments and existing literature. \r\n\r\n5. Be able to organize all of the above in a structured way to produce a written report (dissertation).	False	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	Research Methods will underpin the dissertation, the dissertation is therefore an independent piece of work that will be monitored through the tutorial system.	An in-depth written report allows the student to demonstrate his/ her ability to undertake independent research.	False	NaN	NaN	False	False	False	False	NaN	NaN	2022	22	D-NUBS	M003	111344	16-11-2022	False	False	False	False	Newcastle City Campus
5355	CAC2070	53423099	Exploring the Ancient Greek Underworld	Exploring the Ancient Greek Underworld	999	True	False	False	0	True	20	False	0	10	5	L	ST	N	True	True	03-11-2022	True	03-11-2022	True	03-11-2022	NaN	NaN	E	What happens after death? Is there some spirit, soul, or essence of our personalities which survives – and if so, where does it go? And will our actions during life determine our eternal fate? For thousands of years humans have grappled with a myriad of questions about existence after death, and – as in many cultures – the Ancient Greeks had plenty of different ideas. Across the semester, students will be introduced to these Ancient Greek beliefs about death and the afterlife, with a particular focus on the Underworld. Using a variety of textual and material evidence from across the Archaic, Classical, and Hellenistic periods, we will explore the Underworld itself: from the journey there, to topographies and inhabitants, as well as the potential for reincarnation and even resurrection from its shadowy depths.\r\n\r\nAll materials will be studied in translation; there is no expectation or requirement that students have any knowledge of Ancient Greek or Latin.	Topics studied during the semester may include:\r\n\r\n+ Death and the Body \r\n+ Navigating the Underworld\r\n+ Underworld Gods\r\n+ Underworld Inhabitants\r\n+ Judgement\r\n+ Reincarnation\r\n+ Heroic katabaseis\r\n+ Necromancy\r\n+ Underworld anxieties\r\n+ Reception and Reinterpretation\r\n\r\nTexts/works studied during the semester may include:\r\n+ Homer Iliad and Odyssey\r\n+ Homeric Hymns\r\n+ Hesiod Theogony\r\n+ Presocratic Philosophy\r\n+ Euripides Alcestis, Heracles\r\n+ Aristophanes Frogs\r\n+ Plato Phaedo, Republic\r\n+ Orphic Gold Tablets\r\n+ Epicurus Letters \r\n+ Apollonius Argonautica\r\n+ Diodorus Siculus Library of History\r\n\r\nPlus a range of material and visual evidence.	C	Students who complete this course should acquire: \r\n\r\n1. An understanding of the multifaceted nature of ancient thought and beliefs; \r\n2. An in-depth knowledge of key mythological and iconographical representations of the Underworld; \r\n3. A familiarity with a wide range of texts including epic, tragedy, and philosophy; \r\n4. An awareness of how ideas are received and resituated across cultures and periods.	Students who complete this course should acquire:\r\n\r\n1. Skills in close reading and critically evaluating a wide range of evidence-types (in translation); \r\n2. Skills in selecting and reviewing relevant modern secondary literature; \r\n3. An ability to apply learned knowledge and skills in the completion of assessment components; \r\n4. An ability to reflect on, and engage in dialogue with, questions arising from the studied material.	True	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	Lectures are used to introduce students to a wide range of evidence and broader ancient beliefs. The content will be supported by relevant contextual and historical information where necessary. They also model methods of interpretation and analysis, and draw attention to comparative ideas. Elements of group-work and student-teacher interaction will reinforce the delivered material. \r\n\r\nSeminars are used to facilitate student-led discussion on a particular evidence type and pre-circulated questions in a small structured environment. It provides the opportunity for students to explore the material for themselves, drawing on weekly lectures, and to enter into a dialogue with each other on the multifaceted nature of meaning and interpretation. \r\n\r\nWorkshops are used to ensure the assessment aims are clearly articulated and understood by students ahead of their submissions, and provide focused instruction and practice in developing specific skills: structuring an argument, finding relevant bibliographical sources, referencing classical texts, etc. They also allow for student-teacher dialogue on expectations, marking criteria, and feedback.	The portfolio is an opportunity for students to accrue credit throughout the semester for their ongoing seminar preparation work; set tasks for the portfolio target skills of close reading, reflection, and analysis.\r\n\r\nThe final project supports and encourages independent research, using lecture and seminar content as a foundation on which to build one’s own avenue of investigation in the development of educational resources. It provides an authentic opportunity to apply skills and knowledge at an appropriate level of detail and understanding, while also allowing engagement with the material over a sustained period of time. It also allows students to practice ‘translating’ complex ideas into accessible formats. Specialist training and guidance on developing educational outreach resources will be provided.\r\nThe formative assignment provides support during the initial planning period for the final project, giving an opportunity for feedback and guidance in the critical stages of preparation.	False	NaN	NaN	False	False	False	False	NaN	NaN	2022	22	D-SHIS	M001	111348	04-11-2022	False	False	False	False	Newcastle City Campus
5356	CAC3070	53423150	Exploring the Ancient Greek Underworld	Exploring the Ancient Greek Underworld	999	True	False	False	0	True	20	False	0	10	5	L	ST	N	True	True	03-11-2022	True	03-11-2022	True	03-11-2022	NaN	NaN	E	What happens after death? Is there some spirit, soul, or essence of our personalities which survives – and if so, where does it go? And will our actions during life determine our eternal fate? For thousands of years humans have grappled with a myriad of questions about existence after death, and – as in many cultures – the Ancient Greeks had plenty of different ideas. Across the semester, students will be introduced to these Ancient Greek beliefs about death and the afterlife, with a particular focus on the Underworld. Using a variety of textual and material evidence from across the Archaic, Classical, and Hellenistic periods, we will explore the Underworld itself: from the journey there, to topographies and inhabitants, as well as the potential for reincarnation and even resurrection from its shadowy depths.\r\n\r\nAll materials will be studied in translation; there is no expectation or requirement that students have any knowledge of Ancient Greek or Latin.	Topics studied during the semester may include:\r\n\r\n+ Death and the Body \r\n+ Navigating the Underworld\r\n+ Underworld Gods\r\n+ Underworld Inhabitants\r\n+ Judgement\r\n+ Reincarnation\r\n+ Heroic katabaseis\r\n+ Necromancy\r\n+ Underworld anxieties\r\n+ Reception and Reinterpretation\r\n\r\nTexts/works studied during the semester may include:\r\n+ Homer Iliad and Odyssey\r\n+ Homeric Hymns\r\n+ Hesiod Theogony\r\n+ Presocratic Philosophy\r\n+ Euripides Alcestis, Heracles\r\n+ Aristophanes Frogs\r\n+ Plato Phaedo, Republic\r\n+ Orphic Gold Tablets\r\n+ Epicurus Letters \r\n+ Apollonius Argonautica\r\n+ Diodorus Siculus Library of History\r\n\r\nPlus a range of material and visual evidence.	C	Students who complete this course should acquire: \r\n\r\n1. An understanding of the multifaceted nature of ancient thought and beliefs; \r\n2. An in-depth knowledge of key mythological and iconographical representations of the Underworld; \r\n3. A familiarity with a wide range of texts including epic, tragedy, and philosophy; \r\n4. An awareness of how ideas are received and resituated across cultures and periods.	Students who complete this course should acquire:\r\n\r\n1. Skills in close reading and critically evaluating a wide range of evidence-types (in translation); \r\n2. Skills in selecting and reviewing relevant modern secondary literature; \r\n3. An ability to apply learned knowledge and skills in the completion of assessment components; \r\n4. An ability to reflect on, and engage in dialogue with, questions arising from the studied material.	True	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	NaN	Lectures are used to introduce students to a wide range of evidence and broader ancient beliefs. The content will be supported by relevant contextual and historical information where necessary. They also model methods of interpretation and analysis, and draw attention to comparative ideas. Elements of group-work and student-teacher interaction will reinforce the delivered material. \r\n\r\nSeminars are used to facilitate student-led discussion on a particular evidence type and pre-circulated questions in a small structured environment. It provides the opportunity for students to explore the material for themselves, drawing on weekly lectures, and to enter into a dialogue with each other on the multifaceted nature of meaning and interpretation. \r\n\r\nWorkshops are used to ensure the assessment aims are clearly articulated and understood by students ahead of their submissions, and provide focused instruction and practice in developing specific skills: structuring an argument, finding relevant bibliographical sources, referencing classical texts, etc. They also allow for student-teacher dialogue on expectations, marking criteria, and feedback.	The portfolio is an opportunity for students to accrue credit throughout the semester for their ongoing seminar preparation work; set tasks for the portfolio target skills of close reading, reflection, and analysis.\r\n\r\nThe final project supports and encourages independent research, using lecture and seminar content as a foundation on which to build one’s own avenue of investigation in the development of educational resources. It provides an authentic opportunity to apply skills and knowledge at an appropriate level of detail and understanding, while also allowing engagement with the material over a sustained period of time. It also allows students to practice ‘translating’ complex ideas into accessible formats. Specialist training and guidance on developing educational outreach resources will be provided.\r\nThe formative assignment provides support during the initial planning period for the final project, giving an opportunity for feedback and guidance in the critical stages of preparation.	False	NaN	NaN	False	False	False	False	NaN	NaN	2022	22	D-SHIS	M001	111349	04-11-2022	False	False	False	False	Newcastle City Campus
5357	EXT8040	53456273	Aerospace Manufacturing	Aerospace Manufacturing	999	True	False	False	0	True	10	False	0	5	7	L	ST	N	True	True	06-12-2022	True	06-12-2022	True	06-12-2022	NaN	NaN	E	NaN	This module covers:\r\n\r\nBasic airframe structure. Airframe component manufacturing techniques. Joining techniques. Assembly\r\ntechnology. Composite structures. Jigless assembly and automated manufacture.\r\n\r\nBasic aero-engine structure. Geometry and material constraints. Manufacturing processes: forging, casting,\r\nwelding & joining techniques, special processes, small and non round hole manufacture.\r\n\r\nCertification, verification inspection and quality control.	N	On successful completion of this module students will be able to:\r\n\r\nUnderstand the basic structure of modern airframes and aero-engines and the manufacturing\r\nprocesses used to produce them.\r\n\r\nHave an insight into advanced and emerging aerospace manufacturing technologies and be able\r\nto critically review the suitability of new emerging technologies for the specific requirements and\r\ncharacteristics of the aerospace industry.	On successful completion of this module students will have:\r\n\r\nHave an awareness of the properties and application areas for advanced materials used in the\r\nmanufacture of aerospace components.\r\n\r\nHave the ability to communicate and present state of the art technology review results with clear\r\njustification of their technological and operational advantages and disadvantages.	False	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	NaN	NaN	False	NaN	NaN	False	False	False	False	NaN	NaN	2022	22	D-SENG	M001	117209	07-12-2022	False	False	False	False	Off Campus
5358	EXT8041	53456274	Introduction to Transport Materials	Intro to Transport Materials	999	True	False	False	0	True	10	False	0	5	7	L	ST	N	True	True	06-12-2022	True	06-12-2022	True	06-12-2022	Only available to students studying on the Power Electronics CDT programme	NaN	E	To provide an understanding and knowledge of key concepts in materials science, with particular reference to the use of materials science in the transport industries.	Overview/revision of materials classes and properties, and component failure modes.\r\n\r\nStrengths and weaknesses of:\r\nMetallic alloys,\r\nMoulded polymers,\r\nComposites\r\n\r\nIntroduction to processing-property relationships essential to understanding the interactions between manufacturing route and component performance.\r\n\r\nService conditions and property requirements for materials used in:\r\nAutomotive vehicle shells,\r\nAutomotive engines and transmissions,\r\nAirframes,\r\nLanding gear,\r\nGas turbines\r\n\r\nEffects of service conditions on materials behaviour, e.g.\r\nEffects of temperature on creep, Fatigue and oxidation of turbine blades,\r\nEffects of corrosion on fatigue life\r\n\r\nSelection of materials for weight efficiency etc.\r\n\r\nReliability of materials.\r\n\r\nSurface engineering techniques:\r\nEffects on residual stresses,\r\nEffects on fatigue,\r\nEffects on environmental degradation\r\n\r\nOverview of areas of current research relating to transport materials.	C	On successful completion of this module students will know how to:\r\n\r\n* demonstrate knowledge and understanding of material usage in transport industries with reference to operating conditions and material properties.	On successful completion of this module students will be able to:\r\n\r\n* perform material selection analysis based on analysis of operating conditions, material properties and other relevant factors including legislation.\r\n* explain how and why materials engineering can be used to control material properties.\r\n* extract and use relevant information from external sources.	False	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	N	NaN	NaN	False	NaN	NaN	False	False	False	False	NaN	NaN	2022	22	D-SENG	M001	117210	07-12-2022	False	False	False	False	Off Campus

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